HISTORICAL
EDUCATIONAL PAPE
AND
DOCUMENTS
ONTARIO
1792-1853
THE
A. H. U. COLQUHOUN
LIBRARY
OF CANADIAN HISTORY
H,
Historical and Other
Papers and Documents
ILLUSTRATIVE OF THE
J
Educational System of Ontario, 1856-1872,
FORMING AN APPENDIX TO THE ANNUAL REPORT OF THE
MINISTER OF EDUCATION.
BY
HODGINS, I.S.O., M.A., LL.Dt, F.R.G.S,
•> %
OF OSGOODE HALL. BARRISTER-AT-LAW, EX-DEPUTY MINISTERi OF EDUCATION.
HISTORIOGRAPHER TO THE EDUCATION DEPARTMENT OF ONTARIO.
VOLUME II.
PRINTED BY ORDER OF THE LEGISLATIVE ASSEMBLY OF ONTARIO.
TORONTO :
PRINTED AND PUBLISHED BY L. K. CAMERON,
Printer to the King's Most Excellent Majesty.
1911
Printed by
WILLIAM BRIGGS,
29-37 Richmond Street West,
TORONTO
PREFATORY NOTE.
This Volume contains a continuation of the more important historical
papers relating to the progress of Education in the Province of Ontario from
1853 to 1868. Among them are particulars of the division of the original
School grant of 1841 to the Provinces of Upper and Lower Canada.
Also the following interesting historical papers : —
Confidential Report of the Governor-General on the Separate School Ques-
tion of Ontario.
Discussion and final Settlement of the Separate School Question by the
incorporation of the Law on the subject in the Imperial Act of Confederation
in 1865.
The Normal School, its design and functions.
Lord Elgin's Official Keport on the School System of Upper Canada and
Ontario.
Exposition of the Law and Regulations on the Subject of Religious Instruc-
tion in the Schools of Ontario.
School House Architecture and School Room Decoration.
Military Drill in the Schools. Its good effects in promoting Discipline.
Hy Mr. James L. Hughes, Chief School Inspector of Toronto.
Facilities for professional Education in Ontario — Clerical, Legal,
Medical, Musical, Artistic and Scientific (Technical).
Lord Strathcona's munificent Gift of $500,000 for the promotion of
Physical and Military Training in the Schools of Canada.
Report of an Inquiry in regard to Schools of Technical Science in the
United States by Doctors J. G. Hodgins and A. MacHattie.
Recent important movements in the British Isles in the direction of
Technical Education.
Illustrative Examples of the necessity for Instruction in Scientific and
Technical subjects in Ontario.
Training of Youths in the Industrial Universities of England.
The Establishment of an Agricultural College in Ontario in 1872.
IV PKEFATORY NOTES.
Report by Doctor Ryerson in regard to the Instruction of the Deaf and
Dumb and the Establishment of an Institution for that purpose; also .a
Report on an Institution for the Instruction of the Blind, and the Establish-
ment of an Institution for that purpose.
Report by Doctor Ryerson on Systems of Education in Europe.
The Universities and the great Public Schools of England.
The London Times on Doctor Ryerson's Report on Education in Foreign
Countries.
•
Visit of His Royal Highness Albert Edward, Prince of Wales, to British
Xorth America in 1860.
Sir Oliver Lodge on Fifty Years of the Promotion of Science.
J. GEORGE HODGINS,
TORONTO, September, 1911. Historiographer.
CONTENTS.
PAGE
Division of the Legislative School Grant to Upper and Lower Canada, 1841-1851... 1
The Museum and Library of the Education Department, 1853-1855 2
1. Paintings of Seven Schools of Painting, 144 Masters 12
2. Collection of Sculpture, Plaster Cast 12
3. Various other Contents of the Museum 13
4. Books, Illustrative of Art 14
5. Assyrian and Egyptian Sculptures 16'
6. Casts of Gems and Medals , . . . 17
7. Electrotypes of Art Treasures 17
8. Food Analysis 17
9. Specimens of India Rubber Manufactures 17
10. Naval Models: Some of Battleships and Steam Vessels 17
11. Greek, Roman and English Coins 18
12. Minerals. Shells and Fossils 18
13. Photographs of Notable Portraits and Works of Art 19
14. Fictile Ivories 19
15. Rogers' Statuette Groups in Plaster .-. . . 19
Principal Contents of the Departmental Library:
1. Historical Books, Relating to Canada 20
2. Books Relating to Education 20
3. Books on Ancient History 21
4. English and Modern European History , 21
5. United States History and Reports 21
6. Collection of Canadian Pamphlets 21
7. Collection of Bound Newspapers 21
8. History of Early Education in Upper Canada 21
Kote. — Special Record of the Gratuitous Distribution to Various Institutions of
the contents of the Museum, Library and Depository, by the Honourable Adam
Crooks, Minister of Education in 1881-1883, and by the Honourable Richard
Harcourt, Minister in 1908-1904 23
Books and Pamphlets sent to Alexander Fraser, M.A., Archivist 27
Ceremony of Opening the Normal School Building, Toronto 29
Agricultural Results of the Culture of the Normal School Grounds, 1853 42
The Normal School of Ontario, — its Design and Functions 45
Lord Elgin's Official Report on the School System of Upper Canada, 1847-1853 50
Religious Instruction in the Schools of Upper Canada 56
Exposition of the .School Law, on the Subject of Religious Instruction in the
Schools of Ontario 58
VI CONTENTS.
PAGE
Sketch of the Irish National System of Education 64
Official Circular from the Chief Superintendent of Education to the Various Re-
ligious Bodies in Regard to Religious Instruction in the Public Schools of
Upper Canada, 1859 66
Proceedings of the Churches in Regard to Religious Instruction in the Public
Schools 6"9
Comprehensive Summary of the Provision for Religious Instruction in the Schools
of Ontario 72
The Bible for Religious Instruction in the Public Schools 78
The Reverend Doctor Ryerson's " Hand Book on Christian Morals " 81
Memorandum of the Honourable Adam Crooks on the Subject of Religious In-
struction in the Public Schools, 1876 82
Supplementary Memorandum in Regard to Religious Instruction in the Public
Schools, by the Honourable Adam Crooks, Minister of Education, 1S78 88
Authority to Establish Denominational Schools in Cities and Towns in Ontario 89
The Duty of Parental Religious Instruction 89
^The Bible, as a Text Book of Religious Instruction in the Schools of Ontario 90
Bible Society, Distribution of Bibles in the Schools of Toronto 91
Beneficent and Transforming Influence of the Teachings of the Bible 91
Bishop Strachan on the Bible 95
The Roman Catholic Separate School System of Upper Canada (Ontario), 1841,
1855 95
Correspondence on the Subject of the Separate Schools 99
1. Provisions of the Separate School Law 99
2. The Chief Superintendent of Education to the Honourable Francis Hincks. . 101
Original Draft of the Supplementary School Act of 1855 on Separate Schools 102
3. The Chief Superintendent in a Second Letter to the Honourable Francis
Hincks 103
4. The Chief Superintendent of Education to the Roman Catholic Bishop of
Toronto, on his Comparison of the School Laws of Upper and Lower
Canada, Regulating Separate Schools 104
Draft of a Proposed Separate School Bill for Upper Canada, Entitled "An Act
to Better Define Certain Rights to the Parties Therein Mentioned. Prepared
by Three Roman Catholic Bishops of Upper Canada in Reply to the Chief
Superintendent's Letter to Bishop Charbonnel 104
Confidential Report to the Governor-General on -the Separate School System of
Ontario, 1858 « 107
Enclosure: The Law Relating to Roman Catholic Separate Schools in Upper
Canada and to the Protestant Dissentient Schools in Lower Canada as Compared
by J. George Hodgins and arranged in parallel columns, with Reference to
Identical or Analogous Passages in Each Law 113
Special Explanatory Report on the Separate School Provisions of the School Law
of Upper Canada for the Information of Members of the Legislature, 1858 123
The Anglican Synod of Toronto, on the Question of Separate Schools 128
CONTENTS. vii
PAGE
Anglican Synod Memorial to the Legislature for Aid from their Taxes to Establish
Schools 129
Special Correspondence with a Member of the Anglican Synod on this Subject 131
Letter to the Honourable George Brown on the Separate School Question 132
Incorporation of the Separate School Law of 1863, in the Confederation Resolutions
of 1865 134
Confederation Act of British North America, Relating to Education, 1867 135
Legal Opinion of Messieurs Stephen S. Richards, Adam Crooks and Edward Blake
on the Foregoing Section of the British North America Act 135
Text of the Privy Council's Decision on the " Christian Brothers " Case 137
Roman Catholics and Education in Canada, the United States and Great Britain —
A Report Prepared at the Request of the Honourable Oliver Mowat, by J.
George Hodgins 139
Attendance of Roman Catholic Children at the Common Schools and the Parochial
and the Various Denominational Schools in the United States 139
Attendance of Roman Catholic Childinen at the Public Schools of the Canadian
Provinces, other than Quebec and Ontario 140
Attendance of Roman Catholic Children at the Board Schools in England and
Wales, 1894-1895 ." 141
Attendance of Roman Catholic Children at the Schools in Scotland, 1894-1895 141
Account of the Views of Archbishop Ireland of Minnesota, on the National Schools
in his own State 142
Proceedings of Ecclesiastical Authorities in Regard to these Views of Archbishop
Ireland (his Letter to J. G. Hodgins) on -the Faribault School Plan 143
Letter from the Reverend James Nilan of Poughkeepsie on the Subject 143
Cardinal Satolli on the Settling of the School Question and the Giving of Religious
Instruction in Schools 144
School House Architecture, and Improved School House Accommodation 145
Prizes for Rural School House Plans 146
Directions in Regard to School House Accommodation and Fittings 147
Union Jacks for the School Houses 152
School Room Decoration; its Great Desirability and Practical Importance, — with
Illustrative Examples. An Address by J. George Hedging 153
School Room Decoration in England 154
"Facilities for Professional and Technical Education in Ontario:
Legal Education, or the Study of the Law 155
Remarks of Chief Justice Robinson on the Study of the Law 160
Curriculum for Law Examination, 1872 162
Facilities for Medical Education in Ontario 164
Sketch of Doctor John Rolph, by Doctor Walter B. Geikie 165
Military Education in Canada. The Royal Military College in Kingston 170
^Military Drill in the Public and Grammar Schools 173
Short School Time with Military, or Naval Drill, by E. A. Meredith, LL.D 176
Good Effect of Military Drill in the Schools by Mr. James L. Hughes, Chief Public
School Inspector, Toronto 179
Vlll CONTENTS.
PAGE
Circular of the Honourable Adam Crooks, Minister of Education, on Facilities for
Military Drill in the Schools, 1879 180
Lord Strathcona's Munificent Gift of $500,000 for the Promotion of Physical and
Military Training in the Schools of Canada, 1909-1910 . . .• 181
Report of an Inquiry in Regard to Schools of Technical Science in the United
States, hy Doctors J. G. Hodgins and A. Machattie 183
Value of Technical Schools Elsewhere 192
Necessity >for a School of Practical Science in Ontario 193
Recent Important Movements in the British Isles in the Direction of Technical
Education 195
Illustrative Examples of the Necessity for Instruction in Scientific and Technical
Subjects in Ontario 199
Circular issued by the Government to the Manufacturers of Ontario on the Estab-
lishment of a College of Technology, or School of Science in Toronto 199
Comprehensive Provision for the Promotion of Technical and Industrial Education
in Ontario, 1910-1911 200
How Engineers Should be Educated 205
Addresses on the Necessity of Technical and Industrial Education in Ontario,
1910-1911 . 205
President Falconer on the Importance of Technical Education as a Bridge of
Science Between Mental Culture and Handicraft 207
Training of Boys in Trades and in the Mechanic Arts in the United States 208
Training of Boys in the Industrial Universities in England — King Edward's
Helping Hand 209
Interesting Incidents of Morse's First Ocean Telegraphic Message 211
Sir Oliver Dodge on Fifty Years of Science — How, and what it has made for pro-
gress in all Departments of Human Knowledge 212
Report of an Inquiry in Regard to Agricultural Education in the United States,
1870, by the Reverend W. F. Clarke 214
The Reverend W. F. Clarke's Suggestion as to the Establishment of an Agricultural
College for Ontario, 1872 219
The Reverend W. F. Clarke's Report on Farms at Guelph for an Agricultural
College and their Purchase. 1872 220
Report by the Reverend Doctor Ryerson of an Inquiry by him, as Chief Superinten
dent in Regard to the Instruction and Care of the Deaf and Dump and Blind,
1868
222
Origin and Progress of Institutions for the Education of Deaf Mutes 224
Noted Instructors of Deaf Mutes: the Abbe de L'Eppe. Braidwood, Watson and
Gallaudet
224
Description and Methods of the Principle Institutions for Deaf Mutes in England,
France, Germany and the United States 227
Advantages of Collegiate Education to Deaf Mutes 23fr
Report on Institutions for the Blind in the British Isles, France and the United
States 231
Education and Care of the Blind in Ontario, by Mr. Alfred H. Dymond, Brantford,. . 23'6
CONTENTS.
PAGE
Convention of Instructors of the Deaf and Dumb in Belleville, 1874 239
Report on the Systems of Popular Education on the Continent of Europe, by the
Reverend Doctor Ryerson, Chief Superintendent of Education, Ontario, 1868.. 248
Systems of Education in France, Prussia, Holland, Switzerland, Belgium, the
German States, Wurtemburg, Bavaria, Saxony, Austria, Denmark, Sweden,
Italy, Spain and Portugal, 186'8 250
Historical Sketch of Education in Ireland 278
Historical Sketch of Education in Scotland 279
England and Its System of Elementary Education, 1868 281
The Great Public Schools of England 282
The English Universities 283
Voluntary Educational Associations and Agencies in England 284
Historical Sketch of Education, Parliamentary Proceedings 2'84
Lord Brougham's Warning to the Lawgivers of England 285
Privy Council Committee on Education 286
-Normal Schools in England and Scotland, 1868 286
General Observations on System of Public Instruction in Europe 287
Practical Schools for Trades and the Arts 287
Financial Statements of the Schools in the Various United States 288
Remarks on the Characteristics of the United States Systems of Public Instruction,
by the Reverend Doctor Ryerson 289
The London Times on the Reverend Doctor Ryerson's Report on Education in
Foreign Countries, 1868 292
Suggestions for the Further Improvement of Public Instruction in Ontario, founded
on the foregoing Report 295
Visit of His Royal Highness Albert Edward, Prince of Wales, to British North
America, 1860 29'9
The Prince's Tour in British North America in I860 300
Addresses Presented to the Prince of .Wales by Various Colleges and Universities
in the Provinces and the Educational Department of Ontario 302
The Prince formally opens the Victoria 'Bridge at Montreal 319
The Prince lays the Corner Stone of the Parliament Buildings, Ottawa 321
Correspondence arising out of the Visit of the Prince of Wales to Canada, 1&60 323
Visit of Lady Franklin to Canada, I860 328
The Prince of Wales' farewell to Canada 329
The Prince in the United States 330
The Prince Sails from Portland for England 335
Educational incidents of Prince Arthur's visit to Canada in 1869 . 336
ILLUSTRATIONS.
PAGE
Sir John Beverley Robinson 30
The Normal and Model School Buildings, Toronto 31
The Reverend John McCaul, DL.D 37
The Reverend Egerton Ryerson, DjD 40
The Education Department and Normal and Model Schools, Toronto 41
John Herbert Sangster, M.A., M.D 45
Sir John Beverley Robinson 1€1
La Salle 172
Governor Simcoe 174
The Prince of Wales and his Suite . 301
Historical and Other Papers and Documents
ILLUSTRATIVE OF THE EDUCATIONAL SYSTEM OF
ONTARIO.
DIVISION OF THE LEGISLATIVE SCHOOL GRANT TO UPPER AND
LOWER CANADA, 1841-1855.
Chiefly through the efforts of the Honourable Isaac Buchanan, a Grant in
aid of Common School Education of Fifty thousand pounds, (£50,000=$200,000,)
a year, was made by the Legislature of United. Canada in 1841. For many years
this annual Grant was divided between Upper and Lower Canada on the basis
of Population, as required by the Special Act on the subject of 1843, — the amount
coming to Upper Canada, on this basis, was Twenty-one thousand pounds, (£21,-
000=$84,000,) and to Lower Canada, Twenty-nine thousand pounds, (£29,000=
$116,000.) This division was continued for each of the seven following years.
In 1848, the Chief Superintendent, in a Letter to the Provincial Secretary,
appealed against the continuance of this division, as, in the meantime, (between
1841 and 1848), the population of Upper Canada (710,000) had increased in a
larger proportion than that of Lower Canada (700,000). He, therefore, proposed
that, for the present, the share of the Grant coming to Upper Canada should be
Twenty-four thousand pounds, (£24,000=$96,000,) and that to Lower Canada,
Twenty-six thousand pounds, (£26,000— $104,000.) The request that this equit-
able division be made was not granted.
Again, in March, 1849, the Chief Superintendent called the attention of the
Government to the subject and to the continued inequality of the division of the
Legislative Grant, but still without effect. In December of the same year, an-
other effort was made by the Chief Superintendent, (in a Letter to the Inspector
General,) to have this continued inequality in the division of the Grant removed,
and that the division be made on the basis, which he had proposed, in his Letter
to the Provincial Secretary of the 17th of October, 1848. The basis proposed was
regarded by the Inspector General as equitable; but no Order-in-Council was
passed to give it effect. This state of things continued until 1851, when the
Editor of this Volume, (as Deputy Superintendent,) during the Chief Superin-
tendent's second official visit to Europe and the United States, wrote a Letter to
the Provincial Secretary in March, 1851, requesting that the Department be in-,
formed of the decision of the Governor General-in- Council on the subject of the
division of the Parliamentary Grant. In reply, the Provincial Secretary stated,
that an Order-in-Council had been passed, making an equal division of the Legis-
lative Grant between the Provinces, giving to each one Twenty-five thousand
pounds, (£25,000=$100,000.)
NOTE. — The amount thus lost to Upper Canada by not making an equitable
division of the Grant as required by law, and as requested, was at the rate, at
least, of Three thousand pounds, (£3,000=$12,000,) a year.
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
This state of things led to a prolonged correspondence, until at length an
arrangement was arrived at, as intimated in the concluding Letter of the Pro-
vincial Auditor, as follows: —
Upper Canada has received its share of the £50,000 Parliamentary Grant, £36,828.13.7,
and Lower Canada, (according to the settlement of that Account, made by Mr. Scott
last year, commencing January 1st, 1848) £30,825. — .14. But of this latter sum Lower
Canada stands charged with £5,825, borrowed from the School Land Income Fund,
which will have to be repaid out of future Legislative Grants, the real payment from
the Consolidated Revenue, therefore, has only been £25,000. Whatever may have been
the origin of this difference between the two Sections of the Province, the Government
is willing to consider the whole as an addition to the Education Fund, which should
be divided according to population as follows: —
£ s. d.
Upper Canada has received 36,828 13 7
Lower Canada has received 25 ,000 0 0
Proposed addition this year to the two Provinces 35 ,000 0 0
The whole of which being divided according to population —
Upper Canada. Lower Canada.
£ s d £ s d
The Share will be respectively 50,036 18 5 46,791 15 2
Less what they have received 36,828 13 7 25,000 0 0
The proportion of £85 ,000 to each Province was 13 ,208 4 10 21 ,791 15 2
Less debt to be repaid 575 0 0 5,825 0 0
13,783 4 10 15,966 15 2
This appears to me the most equitable way of settling the difficulty.
TORONTO, May 1, 1856. JOHN LANGTON, Auditor.
NOTE. — The final arrangement of the General Grant was agreed to by Repre-
sentatives of both Provinces in 1856.
THE MUSEUM OF THE EDUCATION" DEPARTMENT, 1853-1855.
THE AFTER DISPERSION TO VARIOUS PROVINCIAL INSTITUTIONS OF A LARGE POR-
TION OF ITS CONTENTS BY THE HONOURABLE ADAM CROOKS,
MINISTER OF EDUCATION, IN 1881.
By the twenty-third Section of the Supplementary School Act of 1853, the
sum of Five hundred pounds, (£500), per annum was appropriated with a view
" To purchase, from time to time, Books, Publications, Models, and Objects, suitable
for a Canadian Library and Museum, to be kept in the Normal School Buildings, and
to consist of Books, Publications, and Objects relating to Education and other depart-
ments of Science and Literature; and Specimens, Models and Objects illustrating
the Physical and Artificial Productions of Canada, especially in reference to Mineralogy,
Zoology, Agriculture and Manufactures."
In order to give effect to the provision of the School Act of 1853, Doctor
Ryerson proposed to the Government that he should take advantage of the holding
of the "Universal Exhibition" at Paris, where no doubt a number of educa-
tional objects of interest would be exhibited.
DIVISION OF GRANT. DEPARTMENTAL MUSEUM.
From there he would proceed to other European Cities, with a view to obtain
in them various specimens of Art and other Special Objects of interest, suitable
for the Museum of the Education Department.
From each place he stated that he would write to me, so as to keep me fully
advised of his movements and purchases, in case the Government should desire
to know how he was proceeding in the accomplishment of the important purposes
of his mission.
In these Letters from each of the Cities which he visited, Doctor Ryerson
gave interesting details of the kind and character of the specimens of Art and
other objects of interest which he purchased, so that, in placing them in the
Museum, we should not be at a loss for full information as to their comparative
and special value and importance.
In his Letter to the Provincial Secretary, Doctor Eyerson said: —
The greater part of the sum appropriated for this purpose is yet unexpended,
and has been reserved to procure, at a convenient opportunity, such Publications, Models,
Apparatus, etcetera, as the progress' of the School System and Science of Education
has given birth to in Europe since my Tours there in 1845 and 1850-1851. This I
propose to do during my contemplated vfsit; and I likewise propose to visit again
the best Educational Establishments in Europe, with a view to further improvements
in our Schools and School System, as also to select and make further arrangements
for procuring Library Books and Apparatus for the Schools.
I hope to render my proposed visit to Europe as useful in advancing the great
work in which I am engaged as have been my former visits. The Universal Exhibi-
tion at Paris will be favourable to my objects, as I dare say there will be in that Exhibi-
tion, as there was in the World's Exhibition at London, 1851, every description of
School Apparatus, especially from Germany. Some of my best selections and pur-
chases of School Apparatus in 1851, were the result of visiting that Exhibition in
London.
I propose to provide for the work of this Department during my absence, by
paying myself for an additional Clerk's assistance which may be required in conse-
quence of Mr. J. George Hodgins, the Deputy Superintendent, performing my duties.
I will be greatly obliged to you to be informed as early as convenient, of His
Excellency's pleasure in regard to this application.
TORONTO, 1st of June, 1855. EGERTON RYERSON.
REPLY TO THE FOREGOING LETTER FROM THE PROVINCIAL SECRETARY.
I have had the honour to receive and lay before the Governor-General your
Letter, dated the 1st instant, applying, on the personal and public grounds therein
set forth, for six months' leave of absence to enable you to visit Europe, for a special
purpose, and am to inform you, in reply, that His Excellency has been pleased to gran{
you the required leave.
His Excellency feels satisfied that no exertion will be wanting on your part
to make your proposed visit to Europe instrumental in advancing, in various ways,
the School System of Upper Canada.
His Excellency sees no objection to the arrangements which you propose to make
for the working of your Department during your absence.
QUEBEC, 13th June, 1855. GEORGE ET. CARTIER, Secretary.
After receiving the foregoing Letter, Doctor Ryerson went to Quebec to
see the Inspector General in regard to financial matters connected with his pro-
posed visit to Europe. While there, he wrote to me as follows : —
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
I arrived here yesterday, and in the course of the day I got everything arranged
according to my wishes.
At Attorney-General John A. Macdonald's suggestion I have been appointed an
Honorary Commissioner at the Paris Exhibition. Mr. Macdonald also endorsed my
recommendation for your appointment as Deputy Superintendent of Education, according
to my recommendation, and it is to be Gazetted next week.
I have no doubt that you will do all things in the best manner, as well as for the
best. I fervently pray that God will guide and bless you in your official duties . . .
and greatly prosper you as well.
Sir Edmund Head has given me flattering Letters of Introduction to Lord John
Russell and Lord Clarendon, Secretaries of State. . . .
QUEBEC, 29th of June, 1855. EGEBTON RYEBSON.
On his arrival in England, Doctor Kyerson, in a Letter to the Provincial
Secretary, said: —
I hope to be able to render my present tour not less beneficial to the interests of
education and useful knowledge in Canada than previous tours. Captain Lefroy,
formerly the Director of our Meteorological Observatory, has kindly consented to aid
me with his experience and knowledge in the selection of the Philosophical Instruments,
necessary to enable Head Masters of Senior County Grammar Schools to make the
proposed Meteorological Observations, as authorized in the Grammar School Act of
1853 ; and he is as ready as ever to render every assistance in his power to give it effect.
Indeed, his interest in everything relating to Canada, especially in the advancement
of Science and the Fine Arts, is not less intense than when he was in Toronto. As
Professor Cherriman has cordially consented to do, in Toronto, what Captain Lefroy
has purposed to do, had he remained amongst us, — to test the Instruments and to aid
me in preparing the requisite Tables and Instructions for their use, — I hope we shall
be able to render this System of Meteorological Observations more complete in Upper
Canada than in any other part of America.
LONDON, July, 1855. EGERTON RYEBSON.
In applying for Letters of Introduction to the Foreign Courts of Europe to
Lord Clarendon, the British Foreign Secretary, he said:
I purpose to visit Paris, Brussels, the Hague, Hanover, Berlin, Dresden, Vienna,
Rome, Naples, Turin and Switzerland, with a view of repeating my inquiries into their
Systems of Public Instruction and the character and management of their principal
Universities, Colleges and Schools, and procuring Official Documents, bearing on these
subjects, as also Models, Objects, Specimens, and School Apparatus, suitable for a
Canadian Educational Museum, — for purchasing which I have funds, placed at my disposal
by the Legislature of Canada.
LONDON, July 31st, 1855. EGEBTON RYEBSON.
In discharging the difficult and onerous task which he had undertaken in
making suitable selections of works of Art and other objects of interest for the
Departmental Museum, which he was about to establish, Doctor Kyerson exercised,
as he stated, great care and he soon learned to distinguish between the great
varieties of copies of Paintings which he saw in the several artistic centres of
Europe — especially in Italy. He was thus enabled to select copies of works of Art
and other Objects which came up to a denned standard, which experience had
taught him to regard as the best standard.
REVEREND DOCTOR RYERSON's EDUCATIONAL TOUR IN EUROPE, 1855.
Of course his object was not to select a mere miscellaneous variety of Pictures,
but with the exception of a few of the more celebrated and notable pictures, — such
as Kubensf " Descent from the Cross," Raphael's " Transfiguration," Domenichinos*
" Last Communion of Saint Jerome," and Titian's " Portrait of Our Saviour," he
decided to select such pictures only as would typify each of the well-known Schools
of Art in Europe. In this he was highly successful, but, in doing so, he had to
give the more time and attention to details of selection and purchase. He also
became familiar with certain characteristics which distinguished the more noted
Masters, — such as the " up-raised eyes " in the portrait pictures of Guido Eeni, —
the rich colouring and striking contrasts of Eubens, as best exemplified in his
" Descent from the Cross." In that picture of rich colouring, the Head of Joseph
of Arimathea, so full of life and vigour, is in strong contrast to the drooping
Head of the dead Saviour, with which it is parallel in the picture.
During his absence in Europe, I kept him fully informed of the details of
business in the Education Department.
In his replies he either expressed 'his satisfaction at what was being done, or
oroposed to be done, or made suggestions, — leaving it entirely to my judgment to
adopt, or modify them at my discretion.
Writing to me from London, he said:
Chief Justice Robinson, with whom we breakfasted in London, told me that the Right
Honourable Alexander Macdonell, Resident Commissioner of the Irish National Schools
in Dublin, — at which Establishment you were in 1845, mentioned you to me in very high
terms. . . .* E. R.
Paris, 6th of September, 1855. I am now beginning to make encouraging progress
in the chief objects of my visit to Paris. I found a great many things in the Exhibition,
from France and from different parts of Germany, — chiefly from Prussia, — connected
with the Science and Art of Teaching, admirably adapted to our purpose. I have
purchased specimens of the greater part of them, — to the amount of Two hundred
pounds, (£200). They will form a most beautiful and attractive collection in our
Museum, and most of them will be a very valuable accession to our Grammar Schools
and to many of our Common Schools. ... I have become acquainted with a Mr.
Bossange, who has been appointed an Honorary Commissioner for Canada. . . .
Mr. (afterwards Sir) William Logan, speaks of him in the highest terms. He says that
Liepsic is the Emporium for all the Books published in Germany. ... He thinks
that I can procure a great many valuable documents, publications and articles from
the French Government for our Museum and Library. ... E. R.
Paris, 12th of September, 1855. ... I have made considerable progress in my
own work during the last week. But it grows upon me as I proceed. I shall be able
to make up a rare, varied, useful and appropriate, Collection of Objects; but to do this
requires much time and trouble. ... E. R.
» In the year 1845 I went to Dublin to master the details of the Irish Education Office system
of Administration and Management. While there, I frequently met Archbishop Murray, who
was one of the Commissioners of National Education, (as was Archbishop Whately). He was
a most apostolic looking man — gentle, kind and courteous. I also accompanied Doctor Ryerso
on his visit, while in Dublin, to Archbishop Whately — the very opposite, in appearance ana
manner, to Archbishop Murray. He was, indeed, very courteous; and, as Doctor Ryerson
wished to introduce as much of the Irish National School System as was suitable into our
Upper Canada School arrangements, he received many useful hints, as well as several very
excellent suggestions, from the Archbishop. During my daily visits to the Education Depart-
ment in Dublin, I formed a most agreeable acquaintance with the Right Honourable Alexander
Macdonell — a relative of Bishop Macdonell, of Kingston. That this feeling was reciprocated
by Mr. Macdonell, is shown by the extract from Doctor Ryerson's Letter to me, as quoted
above. I also formed a pleasant friendship with Dr. Robert Sullivan, (Principal of the Dublin
Normal School,) with the Professors and Masters, videlicet the Reverend Mr. McGauley, Mr.
John Rintoul and Mr. T. U. Young — the latter a son-in-law of Wilderspin, and an active pro
moter of the system of that notedi man. I also met many other distinguished men at the t
— ^Commissioners of Education, and others.
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Ports, 20th September, 1855. I have made considerable purchases in the Exhibition
and shall make still further large additions to them. There are many valuable and
remarkable Objects in the Austrian Section, that I shall get. The Austrian Consul and
Commissioner is to go with me to see the whole Austrian Collection, and arrange
for my getting any of them I may desire. He purposes taking some Objects from the
Canadian Section in exchange. Among other things, there is in the Austrian Section,
a series of about Four hundred Prints in relief of Objects of Natural History, — especially
Botany, — prepared by a new process, which will make them look better than the plants
themselves for teaching purposes, and costing not more than six pence each. Also a
series of Plates in relief, (extremely cheap,) for teaching the Blind. In the Prussian
Exhibit there are some magnificent Globes, etcetera, specimens of which I shall procure,
and arrange for getting others of them from time to time. . . . The Honourable
Messieurs Joseph C. Morrison and John Ross, as well as Mr. Hincks, who are here,
and others, with whom I have conversed, are strongly in favour of my commencing a
Collection of the Fine Arts, — consisting of copies of the best Models in Statuary, both
ancient and modern, and copies of the most celebrated Paintings, — including about two
typical examples of each School of Painting, — to be obtained chiefly in Rome and
Florence.
London, 28th September, 1855. I purpose to expend about One thousand pounds,
(£1,000,) for this two-fold object. Lord Grey kindly called upon me in Paris; and, in
returning his call, I obtained much information, especially from Lady Grey, on this
subject. There is a Lady Grey, (Aunt to Lord Grey,) who is to spend the Winter in
Rome, and who is an excellent judge of Paintings, and to whom Lord Grey has written
a Letter of Introduction. I have also met with a Lady Duncan and her Daughter,
(Scotch Ladies,) who reside in Rome, or Florence, every Winter. Lady Duncan gave
me the names of the best Artists in Florence and Rome, and would be happy to aid
me should I go to Rome. . . . Since I have commenced moving in these matters,
I am getting new information and forming new acquaintances every day that will be of
great use to me. . . . The varied Collection, which I shall make from Objects in
the Paris Exhibition, will be both curious and valuable. On comparing notes, Captain
Lefroy and I find that all kinds of Statuary can be obtained much cheaper in Paris
than in London. I shall, therefore, get it in Paris, — except a few specimens which are
purely English. I think I shall find it best to make our Departmental Library almost
exclusively Educational, — embracing a few of the standard Works on History, Science
and Literature, and then every variety of the Works relating to Education and kindred
subjects. ... E. R.
London, 5th of October, 1S55. . . .In view of my getting an enlarged variety
of Statuary, Paintings and Engravings, I think we shall have to make use of the Walls
of the Theatre, or Central Hall, of our Buildings above and below. It strikes me that
such objects would appear to advantage there, — the Hall being lighted from
above. ... E. R.
Paris, 26th October, 1855. I have obtained a great deal of information, and have had
my own ideas much quickened and enlarged on these subjects, on visiting the " Ateliers,"
and hearing the observations and explanations of Sculptors and Artists, and witnessing
their modes of operation. In some instances, I have been so engrossed as to find myself
in the dark night before being aware that I was so late. I think I shall not purchase the
Engravings until I return from Germany and Italy; for I may be able to purchase
some of them there to better advantage, and of which I can judge, after having seen
the Engravings, Photographs, etcetera, in Paris, and having ascertained their prices
there. But I shall, probably, make all my purchases of Statuary, except what I shall
make in London, during this past and the next week, when I shall be more competent
to judge and be in a better position to embody the whole of my plans, and what I have
done and intend to do, in an Official Letter to the Provincial Secretary. ... I wish
REVEREND DOCTOR RYERSON'fi EDUCATIONAL TOUR IN EUROPE, 1855.
to bring the whole matter of the Museum before the public in a style and manner
somewhat worthy of the subject, and of the occasion. . . . You will, perhaps, be
surprised when I say that I have procured and read a large part of Five Volumes
on these subjects besides looking over Addresses, Pamphlets, Catalogues, etcetera, in
order to qualify myself the better to judge and to act in the most judicious manner.
I have also availed myself of the remarks and suggestions of Gentlemen and Ladies, —
titled and untitled, — almost without number. While to do so required much time and
labour, it was a work most intensely interesting, and it became more so every day.
. . . I have obtained permission to select examples of all the Classical Figures,
(ancient and modern,) that I may desire, and which are contained in the Louvre and
the Beaux Arts, and which have been cast by the Moulders of those great Government
Establishments, whose " Moulages " I have been allowed to visit and examine. E. R.
Paris, 1st November, 1855. I have purchased several hundred Objects of Statuary
during the week, besides visiting some shops of Engravings and Photographs, and ascer-
taining the prices. I have examined and compared the prices of the Objects of Statuary
in the Sculpture Establishments, (" Moulages ",) of the Louvre and Beaux Arts, and I
have selected the Objects which I intend to purchase. I would then have completed
the purchases of this week, but for the fact that to-day and to-morrow are the two great
Holidays in this Country, on which Religious Ceremonies take the precedence of every-
thing else.
Parts 14th of November, 1855 I have purchased, besides Antique Statues
of Cabinet size, upwards of two hundred and fifty antique Busts, — all the moulds for
which exist in France. I got them from the Moulder to the Beaux Arts, — the same
man who was sent for to Paris to prepare the casts for the Sydenham Palace Exhibi-
tion of 1851. You will be surprised when I say that I got them at an average of Five
francs each. I sought yesterday to purchase a most beautiful collection of small models
of Agricultural Implements — thirty-six in number, — for the small sum of Twenty-seven
pounds (£27,) sterling. I would not take One hundred pounds (£100.) for them.
They were manufactured at Stuttgart in Weishemberg. They had been applied for,
however, on the part of the French Government, for the Conservatoire des Arts et des
Metiers; also on the part of Prussia; so that I could not obtain them, having been
too late in applying for them. I was ignorant of this, and employed a part of two days
in seeking out the Commissioners of Weishemberg, in order to purchase these models;
but was informed by them that they would not be sold. Yesterday, however, I was
introduced to Baron Riese de Stalberg, Commissioner for Austria, when a conversation
ensued, in which I mentioned that I had got a collection of the Models of Agricultural
Implements made under the auspices of the Austrian Imperial Agricultural Society of
Prague, where I understood he resided. He asked me if I had seen the Collection of
Agricultural Implements from Stuttgart. I told him that I had been trying all day to
purchase them, but had not been able to succeed. He told me that he knew the Maker
of them, — that he had written to him, and that he had purchased the Collection for the
Imperial Society at Prague; but that he was not in any hurry for them, as he was
where he could get another set, and. he would let me have the ones that he had purchased.
He then gave me a Letter to the Maker, and the list of Models and Pieces that he had
just received from Stuttgart. I returned him hearty thanks for his kindness, and went
immediately and paid for them, and thus secured the Collection. The Baron also told
me that the Minister of Public Instruction at Vienna was an intimate friend of his,
and that he would give me a Letter of Introduction to him and that he had no doubt
• the Government of Vienna would only be too happy to present me with Objects at their
disposal, which I might desire. To-day I received the Letter, — an open one from the
Prussian Commissioner here to the Minister of Public Instruction in Prussia, and to
other persons, — as also invitations to visit both the Prussian Commissioner at Berlin
and .Baron de Stalberg at Prague, when I go there. I have the hope and prospect
of getting a handsome donation for the Museum from the French Government, but I
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
cannot learn until next week; nor can I do so until I get out of the Exhibition the
objects which I have purchased there. I do not think it would be well for me to leave
until I see them properly put up and secured, as no other person can know about them,
or feel the same interest in them as I do. ... E. R.
Ports, 21st of November, 1855. ... I herewith enclose the Draft of my Official
Letter to the Provincial Secretary, dated yesterday. ... I have, during these last
three days, been buying various articles of Domestic Economy, together with some
things connected with Writing, Geography, etcetera. . . . They are all curious, and
you will find the most of them extremely simple and very useful. They, and other
purchases, have cost me an immense deal of trouble to collect, — having to go to about
twenty different Establishments in various parts of Paris to get them. As to most
of the articles from Germany, that I have seen and admired in the Exhibition, I have
taken the names of Publishers, or Makers, and shall buy them in Germany. I pur-
chased to-day a series of ten of the Casts of Maps in Relief that we have heretofore
had. There is now one of North America, Italy and Prussia, besides those formerly
published. But I have purchased three much more splendid ones, but dearer, by
Saulis, a Professor in the University. The last and most valuable of those by Saulis
will not be finished in less than three months. E. R.
Paris, 29th of November, 1855. Of the Moulder to the Beaux Arts alone, I have
purchased two hundred and forty-two Antique Busts, twenty-six Busts Renaissance,
eleven modern Busts, sixteen Masques Antique, being of the natural size, and exhibiting
the face and breast of various characters, of whom no Busts exist. Thirty-eight Masques
renaissance et moderne; thirteen Masques moulins sur nature, of moderns, such as
Newton, Cromwell, Napoleon, etcetera. Eight Statues Antique; twelve Statues Gothiques,
of the Twelve Apostles, — the whole amounting, including frames, which cost Forty
pounds, (£40,) sterling, to about Three thousand five hundred francs, or One hundred
and forty pounds, (£140,) sterling. Of another I have bought to the amount of Nine
hundred francs, or Thirty-six pounds, (£36,) — including about forty Statues and Statu-
ettes, besides Hands, Feet, etcetera, intended for use in teaching Drawing. Of another I
have bought to the same amount many beautiful Statuettes and two hundred and ninety-
nine Busts, (at the rate of a franc and a half each). I have bought upwards of
Sixty small and beautifully executed Models of Agricultural Implements. I paid
eight hundred francs to-day for a splendid Sphere and other articles in the Exhibition.
. . . The Statuary is better for historical and literary purposes than are the Busts,
but will have to be placed on Brackets, around the Rooms, one above the other. The
historical ones should, of course, be arranged chronologically, — the Greek and Roman
separately, — and the Mythological in a Collection by themselves. Part of these Casts
might also form a Miscellaneous Collection. But you have so good judgment and taste
for arranging such things, that I dare say you will do it to the best advantage, as to
both space and effect, when you come to see the Objects themselves. The Agricultural
Models and articles of Domestic Economy will, of course, form a Collection by them-
selves, which will, no doubt, be attractive to Farmer Visitors, who will be satisfied that
I have not forgotten them. E. R.
Antwerp, 5th of December, 1855. ... I have had an interview with M. Fauld,
the Minister of the Emperor's Household, and from him received the assurance of
several Objects of Art to be presented to our Museum by the Emperor. I afterwards,
in accordance with his request, stated, in an Official Letter, the objects of my Tour and
of my application. ... At Brussels I examined the Paintings, etcetera, in the
Museums and in other Collections, and such as were for sale; but found none to my
purpose either as to character or prices. ... I examined the Paintings in the
Cathedral and Museum, and in three Studios, or Ateliers, of Painters. This is the
Athens of the Flemish School of Painting; here are the chef d'oeuvres of the Great
Masters, such as Quintin Matsys, Rubens, Vandyke, etcetera; and here a large number of
REVEREND DOCTOR RYERSOX'S EDUCATIONAL TOUR IN EUROPE, 1855.
Artists are constantly employed in copying these Paintings for sale. I also saw admir-
able copies of two of Vandyke's Masterpieces. There are yet, in several Studios, Collec-
tions of Paintings for sale, and, after having seen and examined and compared them all,
as well as I can, as to both quality and price, I shall make a selection. This is the best
season for buying Paintings cheap here. But the season is over; there is not a prospect
that the Paintings, newly copied, can be disposed of before next year, and the Artists
will sell them about one-third cheaper than they sold what they had ready for sale two,
or three, months ago. The collections of copies here are much larger, and the prices
more moderate than I had expected. I hope to be able to make the commencement of
a Collection in this new branch of Education. And, if I am as successful in Germany,
as I think I shall be here, we shall be able to make a tolerable beginning of that
Collection, even before going into Italy. ... I was glad to learn that the Stuttgart
Models of Agricultural Implements, on which I had set my heart, and which I succeeded
in purchasing, as already explained, gained the Gold Medal at the Paris Exhibition.
E. R.
Antwerp, 12th of December, 1855. During the last week, I have examined some
thousand Paintings, and purchased one hundred and forty-two, (142,) including Copies,
(and some Originals,) of nearly every Painter of note of the Flemish and Dutch Schools
of Painting, and many of the Italian, French and German Schools, embracing " Sacred
and Profane," (i.e., Historical,) subjects, Landscapes, Marine Scenes, Animals, Cos-
tumes, High life, Peasant life, Employments, Amusements, Characters, Episodes, etcet-
era,— copies of most of the Masters and Paintings referred to in the latter part of the
First Volume of Sir Edmund Head's edition of Kuglar's "History of the German,
Flemish, Dutch and French Schools of Painting," — a work that I have found of in-
valuable service to me, in addition to the local Catalogues of Museums. E. R.
Frankfort-on-the-Main, December 18th, 1855. In all I purchased no less than one
hundred and eighty-two (182,) Paintings, large and small, — embracing four typical
samples of the Italian Schools, two Murillo's of the Spanish School, several of the French
and German Schools, and nearly a complete selection of the Flemish and Dutch Schools,
from the Van Eycks down to the present time. The expense of the whole was about
One thousand pounds, (£1,000,) sterling. I have had all of these pictures that required it
cleaned and varnished, and new Frames made for all that were without Frames, and old
Frames that needed it repaired and re-gilded. So that, on their arrival in Toronto, the
Paintings can be put up at once. . . I was anxious that specimens of the Schools of
Paintings which I had bought should reach Toronto by the opening of Parliament. . .
I think they will make a strong and favourable impression. I think that the Paintings
which I have already purchased are calculated to make a much stronger impression on
the great majority of all classes in Canada than would copies of the Italian Masters.
The Pictures by Paul Veronese, Raphael and Guido Reni, that I purchased in Antwerp,
are far superior, as Pictures, to any that I have seen to-day in 'the Frankfort Museum,
and much better than any I have seen in Paris. I am sure that all will admire them
when they see them, as well as the copies .of Murillo; while the copies which I got of
the Flemish, Dutch and German masters are the best I have seen anywhere. But many
that I have bought are affirmed to be Originals, so declared by Artists, and men of taste
and integrity in Antwerp. But I bought them at the price of copies, — early copies, —
and so represent them. If I should do more in this matter, I shall feel that I shall have
very nearly accomplished the object I had proposed to myself. I may add that I have
purchased Engravings and Lithographs of some of the chef d'oeuvres of the Flemish and
Dutch Schools, — in all some hundreds. They are mostly in sheets; so that you can have
them bound uniformly in Toronto with others which I may yet purchase. . . . E. R.
Munich, December 23rd, 1855. Objects of art are dearer here than at Paris, or in
Belgium. Statuary is also cheaper in Paris than here; and Paintings and Copies of the
celebrated Masters are cheaper in Belgium than here. I shall, therefore, only buy here,
in Munich, what cannot be got elsewhere, — Statuettes of German poets, Artists and Em-
10 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
perors, illustrating the Customs and Armour of past ages, and such Engravings and
Copies of Paintings as can be best obtained in Munich. I am now more gratified than
ever at the cheap and advantageous purchases which I have made at Antwerp, — finding
that the prices of the same Pictures are much higher in Cologne, Frankfort and Munich
than at Antwerp. In Italy I hoped to give full effect to the suggestions of Colonel Lefroy.
But I have already gone far beyond what he had proposed. ... E. R.
Munich, December Slst, 1855. I am exceedingly glad that things go on so satisfac-
torily in the Department, — and that you have received my Despatch, and think that all
classes will be satisfied with the objects I am procuring for the museum. . . I have
found everything here according to my expectations, and have made some valuable
additions to my previous Collections, both of Paintings and Statuary, and am making
arrangements by which I can hereafter get copies of any of the famous Paintings in
the celebrated galleries here.
Florence, 17th of January, 1856. I am very glad that I came to Italy. At Bologna
1 got Pictures by Francia, Carraci and Domenichino, whose chef d'ceuvres are found only
at Bologna, and copies of whose Works are essential to any exhibition of Italian Art. I
also obtained Engravings of the best Paintings that are in the Academy of the Bologna
School. Here I found everything more favourable than I had anticipated, as regards
copies of the Great Masters of successive periods. . . The beauty of some of the Paint-
ings I shall get is beyond anything I have yet seen. There is also beautiful Statuary
here, and very cheap. . . E. R.
Florence, January the 25th, 1856. I am thankful to hear that all goes on well at
the Department. . . I am glad to have the Official Letter of the Provincial Secretary,
which you enclose. . . I never worked harder than I do this Winter — " up early and
to bed late." . . . The copies of Paintings are so numerous, so varied in subjects,
prices and quality, that I am embarrassed and perplexed about them. . . I have
bought a number of Pictures here. ... I was exceedingly glad to hear of the pro-
tracted and minute visit of Lady Head to the Model School and to the Department.
.... E. R.
Rome, January SOth, 1856. You see that we are at last in the city of the " Seven
Hills." . . . Yesterday and to-day we have seen some splendid copies, and moderate in
price; and, this evening, at dinner, at Lady Grey's, (Aunt to Lord Grey,) ... 1
heard of several more. . . . Lady Grey is going around with us to several Studios
and other places, where she knows that there are good copies. I have also met with other
persons who can give me all needful information on these matters. I hope to make my
visit here very useful to our Country in many ways. . . . Among other Letters of
Introduction, I had one to Cardinal Antonelli, Secretary of State, or rather " the King of
Rome," as he is called. ... He told me that any Objects of which I wished to get
a copy I need only let him know, and permission should be given immediately. I had
another Letter to Prince Hohenlohe, — Cousin to our Queen Victoria, — who resides at the
Vatican. . . . He gave me a Letter to the Prefect of the Archives of Rome, and also
sent me Orders of Admission to the Manufactory of Mosaics of the Vatican and other
places requiring special orders. The Prefect of Archives offered to ... furnish us
with orders of admission to every . . . Institution and place requiring them . . .
and thus show us everything that we should wish to examine. Lord Grey's Brother,
(the Reverend Henry Grey,) wished to join me in seeing all the Objects . . . and
Institutions to which the Prefect might give me access. ... I feel very thankful
thus to have the company and counsels of English Ladies and Gentlemen of taste, who
have spent years in Italy, and who are thoroughly acquainted with Rome, — its Arts,
Customs, etcetera. . .
Rome, 8th of Feoruary, 1855. The more I think of the plan, (which I mentioned to
you in my last Letter from Florence), as to providing accommodation for the Museum
in our Building, the more I am satisfied that it will be the best and most acceptable. We
REVEREND DOCTOR RYERSON's EDUCATIONAL TOUR IN EUROPE, 1855. 11
can thus have a Museum of some hundreds of Objects of Art in S tatuary and Kindred
Subjects, and about two hundred and fifty Paintings, typical copies, (most of them,) of
the Great Masters of all the Schools of Paintings, besides Models and Objects of Prac-
tical Art. ... E. R.
I shall make a beautiful Collection of copies of Paintings, both as to subjects and as
to the Old Masters here and in Florence; which, although not large in number, will be
very interesting. I shall also go to Carrara,— on the Sea coast, — where an immense
business is carried on in copying antique Marbles. I am told that marble copies of
antiques can be got there exceedingly cheap. I may not buy any, but I will ascertain the
prices, and arrange for getting copies hereafter. ... B. R.
Rome, 18th of February, 1855. — The Collections of Pictures, with the exception of a
few chef d'ceuvres, are incomparably superior in Florence to those in Rome, and the
copies are better and cheaper. I buy no copies in Rome except those which are neces-
sary to my purpose, and which can only be obtained in this City. . . . The copies of
the Italian Paintings will much exceed the others in interest, as well as, I think, for the
most part, in beauty, although they are less varied in 'subjects, less domestic in treat-
ment, and less connected with Common Life, yet more classical, more historical, more
elevated in style and character. . . . After completing my purchases at Florence, I
purpose to write another Official Letter next week to the Provincial Secretary, detailing
iny proceedings up to that time. ... E. R.
Florence, February 27th, 1856.— I am gratified with tihe spirit and tone of the Official
Letter of the Provincial Secretary, of the 14th of January, which you enclosed. . . .
My Italian Collection is a splendid one, embracing a good copy of one, or more, of the
celebrated Paintings of each of the Great Masters. The Pictures are, in general, much
larger than those I got in the north, and contain subjects of more popular interest, and
such as will impress and delight the popular mind, and yet gratify the most refined taste.
The Italian Collection will consist of about sixty pictures, so that the whole Collection
will amount to about two hundred and fifty Paintings, besides Engravings and Models,
as well as Statuary. To make such a Collection, by means of six, or seven, years grant
of a sum that scarcely attracted the notice of Government, or Parliament, when it was
made, will appear almost incredible, as it cannot fail of being useful and acceptable.
Indeed, His Excellency and his advisers seem to think the sum at my disposal was, and
is, too small to accomplish any " useful purpose." ... I am much gratified at the
Memorandum you read to the Canadian Institute, on what has been done in regard to
providing for making Meteorological Observations in Upper Canada. Some of those
present must have been surprised that, even in such a matter, in which they imagined
themselves doing much by mere speculation, they had been anticipated by mature and
practical measures. E. R.
Paris, March 12th, 1856. — I am glad to learn from your Letter, that all is well. I
do not fear anything on the Separate School question; I think that your remarks to
" The Mirror," and your course of proceeding are all that could be desired. ... I do
not think that all of my purchases will much, if at all, exceed Two thousand, five hundred
pounds, (£2,500,) — or less than I had supposed when I wrote you last. . . E. R.
Paris, March 15th, 1856. — 1 have received your Letter of the 21st ultimo. I thank
you for the pains you have taken in correcting the erroneous impressions of the Honour-
able Mr. Cartier, of whom I have always entertained a favourable opinion, and who, 1
am glad to learn, is sound on School matters in Upper Canada. I shall get through in
Paris on Monday, and expect to leave here on Monday for London. ... E. R.
London, March 21st, 1856. — I went with Colonel Lefroy to Negretti's, and Zambra,
and found all right in regard to the Philosophical Instruments for our Grammar Schools.
Colonel Lefroy highly approved of them . . . Adieu, my dear Hodgins, until we meet
about the 15th of April. E. R.
12 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAKIO.
EXAMPLES FOLLOWED BY DOCTOR EYERSON IN ESTABLISHING THE EDUCATIONAL
MUSEUM.
On the return from Europe of the Chief Superintendent of Education, after
having made the purchases of a variety of interesting Objects for the Museum,
arrangements were made for the establishment of i)he projected Educational
Museum, in connection with the Department of Education.
In establishing this Educational Museum, Doctor Kyerson followed the example
of what was being done by the Imperial Government as part of the System of
Popular Education in England, — regarding the indirect, as scarcely secondary
to the direct, means of training the minds and forming the taste and character of
the people. The Museum consists, among other things, of copies of some of the
works of the Great Masters of the Dutch, Flemish, Spanish, French, German, and
especially of the Italian, Schools of Painting, — forming a unique typical collec-
tion,— also a collection of philosophical Instruments and of School Apparatus for
Common and Grammar Schools, of Models of Agricultural Implements, and varied
specimens of the Natural History of the 'Country, Casts of Antique and Modern
Statuary, and Busts, etcetera, selected from the principal Museums of Europe, in-
cluding Busts of some of the most celebrated characters in English History. In
regard to the typical collection of Paintings by the " Old Masters " selected
while Doctor Eyerson was in Europe, he says, in a later Eeport on the subject : —
" The copies of paintings which I have procured present specimens of the works
of the most celebrated Masters of the various Italian Schools, as also of the Flemish,
Dutch and German. The collection of Engravings is much more extensive; but they
are not yet framed, or prepared for exhibition. The collection of Sculpture includes
casts of some of the most celebrated Statues, ancient and modern, and Busts of the most
illustrious of the ancient Greeks and Romans, also of Sovereigns, Statesmen, Philoso-
phers, Scholars, Philanthropists, and Heroes of Great Britain and other Countries.
Likewise a collection of Architectural Casts, illustrating the different styles of Archi-
tecture, and some of the characteristic ornaments of ancient Gothic and modern Archi-
tecture."
SUMMARY OF THE SEVEN SCHOOLS AND OF PAINTINGS PURCHASED.
1. Italian School of Painting, 43 Masters, 88 Pictures.
2. Flemish School of Painting, 24 Masters, 46 Pictures.
3. Dutch School of Painting, 29 Masters, 38 Pictures.
4. Miscellaneous Dutch and Flemish, 30 Masters, 36 Pictures.
5. The German School of Painting, 7 Masters, 8 Pictures.
6. The French School of Painting, 7 Masters, 8 Pictures.
7. The Spanish School of Painting, 1 Master, 5 Pictures.
Seven Schools of Painting, including 144 Masters.
COLLECTION OF SCULPTURE PLASTER CASTS PURCHASED.
Antique Sculpture, including the following:
Three Large Groups of Figures.
Thirteen Large Statues.
Busts, life size, as follows: —
Sixty-one Mythological and Homeric.
Five Greek Statesmen and Military Leaders.
Six Greek and Roman Poets.
Fourteen Philosophers, Orators, etcetera.
Twenty-two Roman Historical Characters.
ESTABLISHMENT OF THE EDUCATIONAL MUSEUM IN 1855.
Five Mythological Masques.
Three Masques of Kings.
Twenty-two Mythological and Homeric Statuettes.
Five Statuettes of Historical Characters.
Six Miscellaneous Statuettes.
Five Columns and Obelisks.
Modern Sculpture, including the following:
Four Large Groups of Figures.
Five Large Statues.
Eight Classical Busts.
Four Geographical (Female Figures).
Busts, life size, as follows: —
Ten of French Statesmen. :
Three of Italian Artists.
Eight English Crowned Heads.
Eighteen British Statesmen.
Seventeen British Literary Celebrities.
Three British Divines.
Five British Medical Men.
Four Architects, Sculptors and Painters.
Eleven Eminent Foreigners.
Five Foreign Composers.
Ten Theatrical Artistes.
Six Bassi Relievi.
Eight Miscellaneous Masques. J
Seventy Miscellaneous Statuettes, Classical and Modern. ' '
Three hundred and Eleven small Busts of Various Characters.
Models of Hands and Feet.
Ornamental Architectural Sculpture, including:
Five Greek. Two Miscellaneous.
Eighteen Roman. Thirteen Norman.
Four Byzantine. Twenty-seven Early English.
Two Saracenic. Six Modern Renaissance.
Nineteen Renaissance. Sixty-seven Decorated.
Eight Gothic.
Summary of Statuary (Plaster Casts) Purchased:
1. 170 Antique Casts. 4. 311 Small Busts.
2. 210 Modern Casts. 5. 10 Models of Hands and Feet.
3. 110 Architectural Casts.
Total: 811 Specimens of Statuary altogether, large and small.
OTHER CONTENTS OF THE MUSEUM.
Engravings on Steel and Copper:
1. A set of Forty-three large Plates of Sacred and Allegorical subjects, after
Rubens and Vandyke.
2. Eighty-five Sketches drawn and engraved by Rembrandt.
3. Sixty-seven Sketches drawn and engraved by Callot.
4. Eighty-eight Views drawn and engraved by Van Swanevelt.
5. Fifty-two Plates of the entire works of Adrian Van Ostade.
6. Twenty-seven large Engravings from the Luxembourg, after Rubens.
7. Twenty-four large Plates, after Nicolas Poussin.
14 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
8. Twenty Engravings by J. Visscher, after Views by Berghem.
9. Forty-five Engravings by Moyreau, after Wouvermans.
10. Thirteen Engravings by J. P. Lebas, after Teniers.
11. Twelve Engravings by Tardieu, after Rubens.
12. Eight Engravings by De Menlemeester, after Raffaelle.
13. Two Volumes of Plates of Animals and Views* drawn and engraved by Huel.
14. One Volume of Views drawn and engraved by P. C. Weyrotter.
15. Twenty-eight Engravings after eminent French Artists.
16. Miscellaneous Engravings after Paintings by Various Italian Artists.
17. A few Engravings after some Spanish, German and English Artists.
Lithographs after various Italian, German, Dutch, Flemish and English Artists:
Illustrations of Mediaeval History:
1. Two Complete Suits of Knights' Armour, with lay Figures.
2. Trophy of Ancient Arms, including Mace, Battle Axe, and Shield.
3. Six Bronze Statuettes.
Illustrations of Swiss Costume, consisting of Pictures embroidered in silk, with Gold
and Silver Lace.
Maps, Plans and Charts in Relief. *
Specimens of Natural History:
1. Birds and Birds' Nests and Eggs.
2. Group of Foxes, Canada Lynx, and Moose Head.
3. A case of Insect Architecture.
4. Cabinet of Rocks and Minerals of Nova Scotia.
5. Cabinets of Minerals and Fossils.
Agricultural Implements:
1. Thirty Models of Austrian Agricultural Implements.
2. Forty five Models of Wurtemburg Agricultural Implements.
3. Six Models of Danish Agricultural Implements.
French Weights and Measures:
1. Measures from a Hectolitre to a Centilitre.
2. Weights from a Kilogramme to a Gramme.
Philosophical Models and School Apparatus:
In this collection there are upwards of Two hundred varieties of Models and
Apparatus.
Books in Educational Museum illustrating the History of Art and the Principal
Galleries of Painting and Sculpture:
1. In French and Italian.
Galerie du Palais. Graved, sur cuivre et illustre'e par une Societe" de Gens de
Lettres. Par Louis Bardi. Florence, 1842. Four volumes.
Imperiale et Royal Galerie de Florence, dessinge par le Professeur Gozzinl, et
graved par le Chevalier P. Lasinio. Florence. Five volumes in three.
Galleria dell' I. e Reale Accademia delle Belle Arti di Firenze, publicata con
incisoni in rame ed illustrata. Florence, 1845.
S. Marco convento in Firenze, illustrate del B. Vincenzo Marchese. Florence,
1853.
Peintures a Fresque du Campo Santo de Pise, dessinfies, par Joseph Rossi, et
gravges par le Professeur Chevalier J. P. Lasinio, fils. Florence, 1853.
Tabernacle de Ste. Marie Nouvelle.
ESTABLISHMENT OF THE EDUCATIONAL MUSEUM IN 1855. 15
Description of the Chief Pictures in the Dresden Gallery.
Scenes de la Vie des Peintres, par Madon. Brussels, 1842.
Historic de L'Art Monumental dans L'Antiquite et au Moyen age suivie d'un
traite de la Peinture sur verre. Par L. Batissier. Anteur des Elements
D'Archgologie Nationale. Paris, 1845.
Mus6e de L' Amateur. Choix des Meilleurs Tableaux, Sculptures et Dessins des
Artistes Beige Contemporains. Lithographies par Paul Lauters, Professeur
de Dessins a 1'Ecole Royal Gravure, et Charles Billoin. Brussels, 1850.
Galleries Publique de L'Europe. Par Armengaud.
Paris. — Vues et Monuments, Dessings et Lithographies en couleur, par Jules
Arnout. Paris.
Nuova Raccolta delle Vedute, Obelischi, Fontane e Chiostri di Roma e Suoi
Contorni. Da Domenico Amici Romano. Rome.
2. In English.
Handbook of Painting. The German, Flemish, Dutch, Spanish and French
Schools. Partly translated from the German of Kugler, by a Lady. Edited,
with notes, by Sir Edmund Head, Baronet. Two volumes. Illustrated.
London. 1854.
The Handbook of Painting. The Italian Schools. Translated from the German of
Kugler, by a Lady. Edited, with notes, by Sir Charles Eastlake, F.R.S.,
President of the Royal Academy. In Two Parts. Illustrated. London, 1885.
The Early Flemish Painters: Notices of their Lives and Works. Illustrated. By
J. A. Crowe and C. B. Cavalcaselle. London, 1857.
Treasures of Art in Great Britain: being an account of the chief collections of
paintings, drawings, sculptures, illuminated MSS., etcetera. By Doctor
Waagen, Director of the Royal Gallery of Pictures. Berlin. In three
volumes. London. 1854.
Works of the Early Masters In Stained Glass. By John Weale. Illustrations
in colors. Two volumes. London, 1846.
Metal Work and its Artistic Design. Illustrations in colors. By Digby Wyatt.
London, 1852.
Antiquities of Athens. By C. R. Cockerell, A.R.A., F.S.A., and other architects;
being a supplement to the work of Stuart. Illustrated. London, 1830.
The Pictorial Gallery of Arts. I. Useful Arts. II. Fine Arts. Illustrated. Four
volumes. London, 1847.
The Works of Eminent Masters in Painting, Sculpture, Architecture and Decora-
tive Art. Illustrated. London. 1854.
The Encyclopaedia of the Fine Arts: comprising Architecture, Sculpture, Paint-
ing, Heraldry, Numismatics, Poetry, Music, and Engineering. London, 1848.
The Book of Art, Cartoons, Frescoes, Sculpture, and Decorative Art, as applied
to the new Houses of Parliament and to buildings in general: with an His-
torical Notice of the Exhibitions in Westminster Hall, and directions for
Painting in Fresco. Illustrated by Engravings on Wood. London, 1846.
Gems of European Art. The Best Pictures of the Best Schools. Edited by S. C.
Hall, F.S.A. Illustrated. London. 1846.
Interiors and Exteriors in Venice. By Lake Price. Lithographed by Joseph
Nash, from the original drawings. London, 1843.
Illustrations of the Rock Cut Temples of India. By James Fergusson. London,
1845.
Annals of the Artists of Spain. By William Stirling, M.A. Three volumes.
London, 1848.
16 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
A Biographical and Critical Dictionary of Painters, Engravers, Sculptors and
Architects, from Ancient to Modern Times. By S. Spooner, M.D. New York.
1853.
A General Dictionary of Painters; containing Memoirs of their Lives and Works
of the most Eminent Professors of the Art of Painting from its revival by
Cimabuc, in the year 1250, to the present time. By Matthew Pilkington, A.M.
With an Introduction Historical and Critical. By Allan Cunningham. Cor-
rected and Revised by R. A. Davenport. London, 1852.
The Wilkie Gallery: a selection of the best Pictures of the late Sir David Wilkie,
R.A.; including his Spanish and Oriental Sketches. With Notices, Biographi-
cal and Critical. London.
Description of the Building erected in Hyde Park for the Great Exhibition of
the Works of Industry of all Nations, 1851. Illustrated by twenty-eight large
Plates, embracing Plans, Elevations, Sections, and Details, laid down to a
large scale, from the working drawings of the Contractors, Messieurs. Fox,
Henderson and Company. London, 1852.
The Journal of Design and Manufactures; with Two Hundred and Thirteen
Fabric Patterns, in cloth and paper, and Six Hundred and Forty Engrav-
ings. In six volumes. London, 1852.
The Art Journal. With Supplements.
NOTABLE SUBSEQUENT ADDITIONS TO THE MUSEUM.
After the establishment of the Educational Museum by the Keverend Doctor
Byerson, under the authority of the Supplementary School Act of 1853, (16th and
17th Victoria, Chapter 185), several additions were made to it in subsequent
years. The most notable addition, however, was made in 1867, when the Editor
of this Volume was deputed by Doctor Eyerson to proceed to London and Paris
and, in London, to make large purchases for the Museum of copies of the Egyptian
and Assyrian Sculpture similar to those in the British Museum. He was also
authorized to select such articles from the Paris Exhibition of that year as he
might deem desirable and interesting, and, generally was directed to use his dis-
cretion and judgment in making such purchase of objects of Art as would be most
suitable and appropriate for the Museum. The result was the purchase of the fol-
lowing Specimens of Art:
I. ASSYRIAN AND EGYPTIAN SCULPTURES.
1. A Colossal Human Headed Winged Bull.
2. A four-winged Figure with Mace.
3. (1), Statue representing Sardanapalus I. with winged Human Figure and
Offerings; (2), Nisroch, the Eagle-headed Deity with Mystic offerings; (3). An Attendant
with Bow and Arrows; (4), Sardanapalus I. and Army besieging a City; (5), a Royal
Lion Hunt; (6), Sardanapalus II. at an Altar, pouring a Libation over dead Lions;
(7), Sardanapalus III. and his Queen feasting after a Lion Hunt; (8), a slab represent-
ing a wounded Lioness; (9-11), Horses, Lions and Male and Female Figures.
4. Black Obelisk from the Greek Mound, set up by Shalmaneser (king of Assyria),
about 850 yea~s, B.C.
5. Two Stones, containing Records in Cuniform character, of the Sale of Land,
about 1,120 years, B. C.
6. Large Statue of Memnon.
7. Lid of a Large Sarcophagus.
8. Side from Cairo of an Obelisk from the Temple of Thoth. •
9. The Rosetta Stone, with inscriptions in honour of Ptolemy.
ESTABLISHMENT OP THE EDUCATIONAL MUSEUM, 1855-1867. 17
II. CASTS OF GEMS, MEDALS, ETCETERA.
From a private dealer I procured a beautiful set of (470) casts of the celebrated
Poniatowski Gems. (A similar collection I afterwards saw in the Ashmolea'n Museum, at
Oxford) ; a set (of 170) Medals, illustrative of Roman History, the Emperors, etcetera;
a collection of Medals: of the Popes; 250 modern celebrated Men; besides numerous casts
of Medallions, Tazza, pieces of Armour.
A beautiful collection of casts of Leaves, Fruit, etcetera.
About 60 Busts, life size, of noted modern 'Characters.
A full set of the Great Seals of England. (I afterwards had them painted red, to
represent the originals in wax).
Thirty-eight Casts of Medals of the Kings of England.
Eighty Casts of Medals of the Kings of France.
Twenty-four Casts of the Medals of the Emperors of Russia.
Various Casts of Medallions, Tazza, and pieces of Armour.
A collection of Casts of Leaves and Fruit.
Sixty Casts of Busts of Modern Characters.
III. IVOBY CARVINGS, CHROMO-LITHOGRAPHS, PHOTOGRAPHS.
From the collection of the Arundel Society, published in connexion with the South
Kensington Museum, I procured, (1), a full set of 150 specimens of Ivory Carvings, of
various periods from the second to the sixteenth century, in Fictile Ivory; (2), 60-
Chromo-lithographs, beautifully coloured, illustrating Italian Art; (3), 573 photographs
of National Portraits, illustrative of English history, including the Tudor period; (4)>
400 miscellaneous photographs of Objects of Art, Scenes, etcetera; (5), 170 engravings
of modern Sculpture.
IV. ELECTROTYPES OF ART TREASURES.
Of the rich and beautiful collection of Elkington and Franchi's electrotypes of Art
Treasures in the South Kensington collection, I was only enabled to make a small
selection, owing to the expense of the copies for sale. The list of articles selected will
be found at the end of this Report.
V. FOOD ANALYSIS.
Upon application and explanation of my object, I was enabled to procure from the
Authorities of the South Kensington Museum, a full set of the printed Labels of the
numerous Samples of Food Analysis exhibited in the Museum. I also procured speci-
mens of the Analysis boxes, with glass covers, so as to enable us to form a similar col-
lection, on a smaller scale, for our own Museum. This collection, when made, will form
a most interesting and instructive study for the Farmer and food consumer.
VI. INDIA RUBBER MANUFACTURES.
Through the kindness of Messieurs: Mackintosh and Company, the eminent India
Rubber Manufacturers of Manchester, I was enabled to select several interesting speci-
mens of Rubber-work, illustrative of the various uses to which India Rubber is applied.
Some of these specimens are highly artistic in design.
VII. NAVAL MODELS.
Having made arrangements while in London, I have since procured some beautiful
models of Ships and Boats, including Line-of-battle Ships and Steam Vessels.
2
18 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
VIII. MISCELLANEOUS.
I also selected quite a number of Greek, Roman and English Coins, with a few curi-
osities and specimens of Natural History, etcetera.
I had wished to obtain some striking photographs of objects and places in India,
from the India Office, in London, and models from the National Life-Boat Association,
but the state of the funds at my disposal did not admit of their purchase.
To the Officers of the British and South Kensington Museums, I was indebted for
many kind attentions and valuable suggestions.
IX. MINERALS, SHELLS AND FOSSILS.
1 Collection of 100 Minerals. 36 Selected Minerals, (various).
1 Collection of 150 Shells. 1 Diagram of British Seaweeds.
1 Collection of 150 Fossils. 35 Recent Echine, Starfish, &c.
20 Large Decorative Shells.
X. MODELS or SAILING AND STEAM SHIPS.
Best Cutter, Number 6, rigged complete; 2 Boats and Dead Eyes.
Fore and aft Schooner, Number 5, complete; 2 Boats and Dead Eyes.
Line of Battle Ship, Number 3, rigged complete; 6 Boats and Dead Eyes.
Barque, Number 2, complete; 3 Boats and Dead Eyes.
Among the many impressions which I received during my visit to England, none
struck me more forcibly than this, — that, in the gratification and cultivation of the
popular taste, England has made wonderful advances. One cannot but see that the mem-
orable Exhibition of 1851 has been the great forerunner and germ of all the progress
which has of late years been made in this direction in the various Cities and large
Towns of the United Kingdom. The British Museum, with its varied collections of
everything of historical and practical interest, is still at the head of all the popular
Museums of Britain, but, in the directly Educational and Aesthetic character of its vast
collections, even it is now quite eclipsed by its more popular rival at South Kensington, —
the result as well as the representative of the great Exhibitions promoted by the late
lamented Prince Consort, in 1851 and 1861.
The South Kensington Museum, as you are aware, is unrivalled in the beauty and
extent of its internal fittings and arrangements, no less than in the extent and value of
its collections of Objects of Art, and of industrial and practical value, as well as of
articles of vertu of great historical interest. It is itself the parent institution of many
of the admirable collections and local Museuirs and Schools of Art throughout the three
Kingdoms. The travelling collection of Objects of Art which it sends to the local
Exhibition of these Schools of Art is most varied and interesting. This, it may well be
said, is " object teaching " on a grand scale, and in a most attractive form, for the adult
masses of England, Ireland and Scotland, and so it emphatically is. This is clearly the
policy of the educational Authorities in England at present, as it has been for years to
some extent on the Continent of Europe. I felt glad when I looked over these large
and attractive popular Museums that we had thus far been enabled by your foresight,
and the liberality of our own Legislature, to keep pace in an humble degree, with the
great efforts which are now being systematically made in England to popularize Science
and Art. These efforts are not only designed to promote this object, but, at the same
time, they tend to interest and instruct the masses, not only by cultivating the taste,
but by gratifying and delighting the eye by means of well appointed Educational
Museums and popular Exhibitions such as that at Paris.
TOBONTO, August, 1867. J. GEORGE HODGINS.
ESTABLISHMENT OF THE EDUCATIONAL MUSEUM, 1855-1868. 19
The articles for our Museum upon which we have paid duty are chiefly copies of
objects of Art exhibited in the Government Museum at South Kensington, London, or
at the British Museum, as follows:
I. PHOTOGRAPHS.
Twenty-eight portraits in oil, or engravings of the Tudor Family of England.
Five Hundred and Seventy-three portraits in oil of Kings, Queens, Statesmen, and
Public Characters exhibited at South Kensington Museum in 1866 and 1867.
Seventy Miniatures from the same.
Ten Raffaelle Studies and Drawings.
Thirty Italian Sculptures.
One Hundred and Sixty Miscellaneous Pottery, Porcelain, Plate, Bronze, Jewellery,
Carvings, etcetera.
II. ELECTROTYPES, REPRODUCTIONS AND BRONZES.
Various copies of Silver and Gold Dishes, Bowls, etcetera.
III. FICTILE IVORIES.
Complete Set of Arundel Society's copies of Ivory Carvings.
IV. MISCELLANEOUS.
Complete Set of Arundel Society Chrome-lithograph Engravings and Literary Works,
Models of Gymnasia, etcetera, Stationery for Department.
V. METAL SHOW-CASES.
A Set for two long Rooms of White Metal Show-Cases, etcetera.
VI. ROGERS AMERICAN STATUETTE GROUPS IN PLASTER, 1868.
Taking the Oath. — A Southern Lady with her little Boy, compelled by hunger is
reluctantly taking the Oath of Allegiance from a Union Officer, in order to draw rations.
The young Negro is watching the proceedings while he waits to have the Basket filled
for his Mistress.
One more Shot. — Two wounded Soldiers have been ordered to the rear during a Battle,
but one of them is taking out a Cartridge to load up again, determined to have one more
shot before leaving.
The Wounded Scout. — A Union Scout has been shot through the arm, around which
he has twisted a tourniquet. He is weak and faint from loss of blood, but an escaped
Slave is conducting him to his Home in the swamp. A Copperhead Snake is raising its
head to strike the Negro while he is doing this friendly act.
Union Refugees. — Union Family have been driven from their Home in the South.
The Father carries all the property they have saved in a bundle slung on his Gun. The
little Boy is trying to console his Mother by giving her flowers.
The Country Post Office. — An old Shoemaker, who is Post-master also, has just opened
the Mail-bag from the Army. He Is taking a provokingly long time to study out the
address of a Letter which a young Lady by his side recognizes at once as for her.
The Home Guard. — Two Females living on the border, and the only ones left to guard
their Home, as the Men are all in one Army or the other, are suddenly called up by an
alarm at midnight. The older one is in the act of cocking a Revolver while the other
clings to her for protection.
The School Examination. — One of the School Committee has come to examine the
School, and is pointing out, good-naturedly, on the Slate, the mistake the little Girl has
made in her Sum, while the Teacher stands by to encourage her.
20 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAEIO.
The Charity Patient. — An old Doctor is stopped in his employment of mixing Drugs
by a poor Woman, who comes in to ask him what the trouble is with her Baby. She is
anxiously watching the Doctor's face to learn the result of his investigation.
Uncle Ned's School. — An old Negro Boot-black is keeping School, but one of his
Scholars, a mulatto Girl, has asked him a puzzling question, while a lazy little Boy is
mischievously tickling his Foot, which he feels but is too much occupied to attend to.
The Returned Volunteer. — A Soldier has builit a fortification with some of tihe Black-
smith's Tools, and also an opposing Battery with a Horseshoe and Nails, and he is show-
ing the Blacksmith how they took the Fort.
J. GEORGE HODGINS,
TOBONTO, July, 1868. Deputy Superintendent.
PRINCIPAL CONTENTS OF THE DEPARTMENTAL LIBRARY.
The Special Character of the Departmental Library has not much changed
since it was originally formed in 1855, 56.
At present the Library consists of the following classified Departments,
videlicet : —
I. Books relating to the History of the Various Provinces of the Dominion.
II. Books relating to Education and Educational Subjects.
III. Encyclopaedias and Dictionaries.
IV. Ancient History.
V. English and General European History.
VI. United States History and Official Reports.
VII. Reports on Education in Europe, America and the East.
VIII. English Parliameantary Journals, Reports and Returns.
IX. Journal and Reports of the Canadian, Dominion and Provincial Parliaments.
" X. Law Reports and Books on Special Subjects.
XI. Illustrated Books upon Art.
XII. Reverend Doctor Scadding's Donation of Rare Books.
XIII. Collection of Canadian Pamphlets.
XIV. Bound Canadian Newspapers.
XV. Classical French Books.
XVI. Bound Periodicals and Magazines.
XVII. University and College Calendars.
XVIII. Miscellaneous Scientific Books.
XIX. Miscellaneous Text Books.
I. HlSTOKICAL BOOKS RELATING TO CANADA.
The Books relating to the Various Provinces are Historical, descriptive (Travels)
and Biographical. About fifty Volumes, (chiefly of Voyages, Descriptive Works, Records
of Wars and Campaigns) were published previously to the present Century. The dates
of the publication of these books extend from 1561 to 1800.
II. BOOKS RELATING TO EDUCATION AND EDUCATIONAL SUBJECTS.
These number about Six hundred (600), Volumes, and may be classified as follows: —
1. The History of Education. 8. School Management.
2. The General Principles of Education. 9. Science of Education.
3. Psychology and Education. 10. Physical Education.
4. Kindergarten Education. 11. School Architecture.
5. Primary Education. 12. School Hygiene.
6. The Practice of Education. 13. Miscellaneous.
7. Methods of Teaching.
HISTORY OF EARLY EDUCATION IN UPPER CANADA. 21
IV. BOOKS ON ANCIENT HISTORY.
These include tftie writings of suoh Modern Writers as Neibhur, Mommsen, Grate,
Arnold, Giibbon, Liddell, Thirlwall, Curtius, Ferguson, Elliott, etcetera; alao Drury'a
elaborate History of Rome in Sixteen Volumes.
V. ENGLISH AND MODERN EUROPEAN HISTORY.
Of the older English historical records there are Raplm's History of England, in
Twenty-one Volumes, Hansard's Parliamentary Debates, Forty-three Volumes, Cobbet'a
Parliamentary Debates, Twenty-two Volumes, The Lord's Debates of 1660-1740, Six
Volumes, the Annual Register, One hundred and one Volumes, the Monthly Review
of 1749-1784, One Hundred Volumes, the British Critic, thirteen Volumes, Canning's
Speeches, Six Volumes, Sheridan's Speeches, three Volumes, Erskiine's Speeches, four
Volumes, Windham's Speeches, three Volumes, Wellington's Speeches, two Volumes,
Macaulay Essays and Speeches, four Volumes, Edmund Burke's Correspondence, four
Volumes, Burke's Six Tracts, (with James Boswell's autograph), published in 1769,
Daniel de Foe's Tour Through Great Britain, 1778, four Volumes, with the autograph
of President Peter Russell, of Upper Canada — (from the Honourable Robert Baldwin's
Library).
VI. UNITED STATES HISTORY AND REPORTS.
These include Bancroft's History, ten Volumes; also Hildreth's, Six Volumes; Pal-
frey's New England, four Volumes; Smithsonian Institution, forty-eight Volumes; United
States Geological and Coast Survey, eighteen Volumes; School craft's History of the
Indian, five illustrated Volumes; Reports of Commissioners of Indian Affairs, Sixteen
Volumes; Congressional Report, sixty Volumes; Massachusetts Historical Collection, Six-
teen Volumes; Colonial Records of Pennsylvania, Sixteen Volumes; Pennsylvania
Archives, 1760-1786, Seven Volumes; Pacific Railway Survey, thirteen Volumes; Docu-
mentary History of the State of New York, Nine Volumes; quarto, Writings of Washing-
ton, Twelve Volumes; Works of John Adams, ten Volumes; Works of Thomas Jefferson,
Nine Volumes; Writings of Benjamin Franklin, ten Volumes, etcetera.
XIII. COLLECTION OF PAMPHLETS.
These include between seven and eight hundred on Various Purely Canadian subjects.
XIV. COLLECTION OF BOUND NEWSPAPERS.
These number between three and four hundred Volumes of Canadian Newspapers,
published in various parts of the Dominion.
HISTORY or EARLY EDUCATION IN UPPER CANADA.
In the early Sixties, I was authorized to employ Mr. George Coventry, of
Cobourg, to collate from the old Newspapers of Upper Canada all the references
which he might find in them to Education in this Province. These references
were subsequently embodied in the first Volumes of the " Documentary History of
Education in Upper Canada." I also got Mr. Coventry to copy the " Simcoe
Papers," which were sent to the Parliamentary Library at Ottawa.
After the various objects of Art and other contents of the Educational
Museum and Library had been arranged, it was formally opened to the Public, and
notice was given that they could now be visited at any time. In that notice Doctor
Ryerson thus explained the character and object in view in establishing the Museum :
This Educational Museum is founded after the example of what is being done by the
Imperial Government as part of the System of Popular Education, — regarding the
indirect as scarcely inferior to the direct means of training the minds and forming
the taste and character of the people. What I have done in this branch of Public Instruc-
22 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
tion, is the result of a small annual sum which, by the liberality of the Legislature, has
been placed at my disposal, out of the Upper Canada share of School Grants, for the
purpose of improving School Architecture and promoting Art, Science and Literature
by means of Models, Objects and Publications, collected in a Museum in connection with
this Department. The Museum contains a collection of School Apparatus for Common
and Grammar Schools, of Models of Agricultural and other Implements, of specimens
of the Natural History of the Country; of Casts of Antique and Modern Statues and
Busts, etcetera, selected from the principal Museums of Europe, including Busts of the
most celebrated characters in English History; also copies of some of the work of the
Old Masters of the Dutch, Flemish, Spanish, French, and especially of the Italian Schools
of Painting. These Objects of Art are labelled, for the information of those who are
not familiar with the originals, but I have not yet been able to prepare a Descriptive
Historical Catalogue of them. In the evidence given before the Select Committee of the
British House of Commons, it is justly stated " that the object of a National Gallery is to
improve the Public taste, and to afford a more refined description of enjoyment to the
mass of the people " ; and the opinion is, at the same time, strongly expressed, that, as
" people of taste going to Italy constantly bring home beautiful modern copies of beauti-
ful originals," it is desirable, even in England, that those, who 'have not the opportunity,
or means, of travelling abroad, should be enabled to see, in the form of an accurate copy,
some of the celebrated works of Raphael, Rubens, and other great Masters of Painting,
an object no less desirable in Canada than in England. What I have proposed and
attempted is merely an appendage to the Department of Public Instruction, and a part
of a projected Provincial School of Art and Design, as is carried out successfully on a
more extensive scale in England, and as was contemplated and provided for in the
erection of our Normal School Buildings.
In his Annual Keport to the Lieutenant-Governor for 1875, the Honourable
Adam Crooks, the new Minister of Education, thus referred to the Educational
Museum as he had received it from the Chief Superintendent of Education:
THE EDUCATIONAL MUSEUM or THE DEPARTMENT.
The Museum branch of the Education Department is probably the most attractive,
as it is both suggestive and instructive. The other three branches are: — (1) The
Department proper, for the administration of the Laws relative to the Public and High
Schools. (2) The Normal School for the training of skilled Teachers. (3) The Deposi-
tory for the supply of Maps, Apparatus and Prize, Library and School Books.
The Educational Museum is founded after the example of what thas been done by
the Imperial Government as part of the System of Popular Education, — regarding the
indirect, as scarcely secondary to the direct, means of forming the taste and character
of the people.
The Museum consists of a collection of School Apparatus for Public and High
Schools, of Models of Agricultural and other Implements, of specimens of the Natural
History of the Country, casts of antique and Modern Statues and Busts, etcetera, selected
from the principal Museums in Europe, including the busts of several of the most cele-
brated characters in English and French History, also, copies of some of the works of
the great Masters in Dutch, Flemish, Spanish, and especially of the Italian Schools of
Painting. These objects of Art are labelled for the information of those who are not
familiar with the originals, but a descriptive Catalogue of them is in course of prepara-
tion. In the evidence given before the Select Committee of the British House of Com-
mons, it is justly stated that " the object of a National Gallery is to improve the public
taste, and afford a more refined description of enjoyment to the mass of the people";
and the opinion is at the same time strongly expressed that as " people of taste going to
Italy constantly bring home beautiful copies of beautiful originals," it is desirable, even
in England, that those who have not the opportunity or means of travelling abroad,
DISTRIBUTION OF CONTENTS OF THE EDUCATIONAL MUSEUM, 1875-1904. 23
should be able to -see, in the form of an accurate copy some of the works of Raffaelle and
otlher great Masters; an object no less desirable in Canada than in England. Wihat has
been thus far done in this branch of Public Instruction Is in part the result of a small
annual sum, which, by the liberality of the Legislature, has been placed at the disposal
of the Education Department, out of the Ontario Education Grants, for the purpose of
improving School Architecture and Appliances, and to promote Art, Science and Litera-
ture, by the means of Models, Objects and Publications, collected in a Museum connected
with tine Department.
I
SPECIAL EECORD OF THE GRATUITOUS DISTRIBUTION BY THE HONOURABLE ADAM*
CROOKS, MINISTER OF EDUCATION, TO VARIOUS INSTITUTIONS IN THE
PROVINCE, OF AN INTERESTING COLLECTION OF OBJECTS AND APPARATUS FROM
THE MUSEUM AND EDUCATIONAL DEPOSITORY, AND BOOKS FROM THE LIBRARY
OF THE EDUCATION DEPARTMENT IN 1881-83; ALSO THE GRATUITOUS DISTRI-
BUTION MADE IN 1903-04 BY THE HONOURABLE EACHARD HARCOURT, MINISTER
OF EDUCATION.
Of the Museum Collection of various objects and articles of interest and
value, as increased from time to time, as herein detailed, a great number of them,
(including Engravings to the value of more than three thousand dollars) were, with
other such things, distributed gratuitously to the following Institutions, by direction
of the Honourable Adam Crooks in 1881, besides Books and Apparatus from the
Departmental Library and Depository, to the aggregate value of several thousand
dollars.
I: To THE UNIVERSITY OF TORONTO.
1. Per Professors Wilson and London:
A series of 13 Astronomical Models, value $240
Two Glass Cases and Table, value 100
An Air Pump, value 80
A Barometer, value 40
A Planiscope, value 30
A Microscope, value 22
$512
Besides Philosophical Apparatus, Maps, Charts and other articles
from the Educational Depository, to the value of $499
2. To Professor Chapman:
A set of Models of Chrystals, value $40
3. To Professor Ramsay Wright:
A collection of Insects, (1), injurious, and (2), beneficial to
Agriculture,* value $200
A collection of Insect Architecture, value 75
Skeleton of a Snake, in Case and Stand, value 5
$480
4. To Professor Galbraith:
Plan of Paris, value $50
Plan of Sebastopol 25
Model of Culvert 25
$100
Besides Books from the Departmental Library and a Globe from
the Educational Depository to the value of $91
* This beautiful Collection of mounted specimens of Insects, Injurious and beneficial to
Agriculture, was exhibited at the Paris Exhibition of 1867. I purchased them specially for our
Museum after the Exhibition was closed.
24 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
II. To THE SCHOOL OF PRACTICAL SCIENCE, TORONTO.
Telescope, complete, and Stand, value $200
Collection of Minerals and Fossils of Nova Scotia, 200
Collection of other Canadian Minerals and Fossils 100
Collection of English Minerals and Fossils, (579 in all) 100
Collection of 67 Stuffed and dried Fishes 150
Collection of Japanese Shells 100
Collection of ten Natural History Sketches, 50
Three Glass Cases, at $20 each 60
One Glass Case, 50
Microscopes, •• • 43
Set of Marshall's Charts, 37
Collection of Botanical Specimens, 20
Collection of Geological Specimens, 20
Specimens of Lava, 30
Corals and other Natural History Specimens
Electrical Machine, 60
$1,250
Besides Books, Maps and other articles from the Depository, to
the value of $946
III. To THE AGRICULTURAL COLLEGE, GUELPH.
European Models of Agricultural Implements, value $200
Collection of Birds and Mammals, value 300
Collection of Canadian Insects, value 50
$550
Magic Lantern and Seventy Slides, a Barometer, an Electrical
Machine, an Air-Pump, a Planetarium (cost included in
articles from the Educational Depository).
Besides there was loaned to the Agricultural College, forty-nine-
large steel Engravings of English and Foreign Subjects and
, Scenes and Pictures of the Normal Schools at Toronto and
Ottawa; also Six Medallions from the Museum.
NOTE. — These Engravings, Pictures and Medallions were subse-
quently given gratuitously to the College by Mr. Crooks,
estimated value $180
In addition, there were sent from the Departmental Library
and Educational Depository, Books, Maps, Charts, Philo-
sophical and School Apparatus, as well as and a large
variety of Chemical glassware, and other miscellaneous
articles to the value of $7,581
IV. To THE GOVERNMENT DEPARTMENTS AT TORONTO FROM THE EDUCATIONAL DEPOSITORY.
1. To the Attorney General's Office, Maps to the value of $49 70
2. To the Public Works Department, Maps to the value of 49 70
3. To the Treasury Department, Maps to the value of 49 70
4. To the Crown Lands Department, Maps to the value of 64 70
5. To the Provincial Treasurer's Office, Maps to the value of 64 70
$278 50
V. To THE PARLIAMENTARY LIBRARY.
2,041 Volumes of Books and bound Newspapers from the Depart-
mental Library, value $3,974
147
$4,021
DISTRIBUTION OF THE CONTENTS OF THE MUSEUM, 1875-1904.
25
VI. To VARIOUS TEACHERS' ASSOCIATIONS.
5,160 Volumes of Books from the Departmental Library and
Educational Depository to the value of $2,283
VII. To VARIOUS PUBLIC INSTITUTIONS.
/. To the Toronto Lunatic Asylum:
38 Volumes from the Educational Departmental Library, value.. $121
697 Volumes from the Depository, value 574
Apparatus, Globes and Maps, from the Depository, value 373
$968
2. To the Hamilton Lunatic Asylum:
772 Volumes from the Educational Depository, value $523
19 Volumes from the Departmental Library, value 14
50 Volumes from the Normal School, 38 •
Special Nitrogen Apparatus from Educational Depository, value.. 27
Apparatus, Maps and Globes, from Educational Depository, value 92
Chemicals and Apparatus from Educational Depository, value . . 108
Barometer from Educational Depository, value 20
$822
8. To the London Lunatic Asylum:
4 Volumes from the Departmental Library, value $28
714 Volumes from the Educational Depository, value 513
Apparatus, Maps and Globes, value 271
47 Volumes from Model School 35
$847
4. To the Roclcwood Asylum, Kingston:
892 Volumes from the Educational Depository, value $616
•Chemicals, Maps, Globes and Apparatus, value 245
22 Volumes from Model School 19
$880
5. To the Andrew Mercer Reformatory:
2,128 Volumes from the Educational Depository, value $722
6 Volumes from Departmental Library, value 42
101 Volumes from the Model School, value 76
Apparatus, Maps, Globes and Charts, value 272
$1,112
6. Asylum for Idiots, Orillia:
240 Books from the Educational Depository, value $147
Apparatus, Maps and Object Lesson, value 25
$272
7. Institution for the Blind, Brantford:
Models of Animals from the^Museum, ($34)
223 Volumes of Books from the Depository, value $286
Chemical and other Apparatus, and Maps, value 439
$725
8. The Central Prison, Toronto:
697 Volumes of Books from the Educational Depository, value $439
Maps, Charts, Globes, from Depository, value 147
$586
9. Institute for the Deaf and Dumb, Belleville:
3,730 Volumes from the Educational Depository, value $1,214
226 Volumes from Model School, value
Apparatus, Maps and Object Lesson, value 125
From the Educational Depository, value 1,069
$2,413
26 DOCUMENTS ILLUSTKATIVE OF EDUCATION IN ONTARIO.
JO. Boys' Reformatory, Penetanguishene:
707 Volumes from the Educational Depository, value $223
304 Volumes from the Model School, value 230
Apparatus, Maps and Globes, to the value of 506
$959
Total from the Depository to these ten Institutions $9,586
i
VIII. To THE VARIOUS OTHER PUBLIC INSTITUTIONS FROM THE DEPARTMENTAL LIBRARY
AND EDUCATIONAL DEPOSITORY.
1. To the University of Toronto, and Professors Wilson and
Loudon, value $499
To Professor Galbraith 91
To Professor Pike, value 117
2. To the School of Practical Science, value 425
3. To the Agricultural College, Guelph, value 7,581
4. To the Government Department, Toronto, value 278
5. To the Parliamentary Library, value 4,021
'6. To various Teachers' Associations, value 2,283
7. To Poor and other Public and Separate Schools during 1896
to 1898, value in part 5,055
8. To ten various Institutions, (as above) 9,586
$29,394
Less from Departmental Library as per Estimate 8,108
$21,286
In 1884, a number of historical Works, Maps, etcetera, relating to Canada
were loaned from the Departmental Library by the Attorney General's Depart-
ment, for the use of the Ontario Boundary Commissioners, but they were never
returned.
Of the Books relating to Canada which I purchased in London in 1865, and
which were specially bound for our Library, Eighty Volumes were given gratuitously
by the Honourable Adam Crooks, to the Parliamentary Library. They were lately
burned in the fire at the Parliament Buildings.
Thus one of the finest typical collections of its kind in America has been
scattered, and lost sight of as a whole by the people who visit our Museum. There
is a small number in this City which belittle the valuable collection of Paintings in
the Museum, and think it should be replaced by more modern Paintings. I am sorry
to find that in the Museum, devoted to copies of Paintings of the " Old Masters/'
the choicest of them had been removed! On enquiry I found that the Honour-
able Richard Harcourt, the Minister of Education, had given permission to have
these Pictures decorate the walls of the Normal School -Class Rooms.
Lovers of Art have come from far and near to see this fine collection, which
now has been placed in, to them, inaccessible places.
NOTE. — The present Minister of Education, the Honourable Doctor Pyne, has
decided that the "Old Masters" will be restored to their former place in the
Educational Museum.
DISTRIBUTION OF BOOKS FROM THE EDUCATIONAL LIBRARY, 1905. 27
BOOKS, PAMPHLETS AND BOUND NEWSPAPERS GRATUITOUSLY DISTRIBUTED., BY
DIRECTION OF THE HONOURABLE K. HARCOURT, MINISTER OF EDUCATION IN
1904, 1905.
I. SENT TO MR. ALEXANDER FRASER, M.A., PROVINCIAL ARCHIVIST, IN NOVEMBER, DECEMBER,
1904, AND JANUARY, 1905.
History of Public Offices, 1846; Report of Public Departments, 1839, 22 Volumes;
Ontario Gazette, 22 Volumes, 1889 — 1899; Canada Gazette, 23 Volumes, 1841—
1863; Bills of Canada, 2 Volumes; 'Canada, Reports of Commissions, in 8
Volumes, 1828 — 1853; Chamber Political Annals, 1763; Parliamentary Papers
relating to Canada, 16 Volumes, 1828 — 1844; Reports of Finance, Canada,
1850; Imperial Parliamentary Papers relating to Canada, 1828 — 1835, 1836 —
1784, 6 Volumes; Public Accounts, Canada, 1839 — 1851, several Volumes;
Parliamentary Papers, Canada, 1812 — 1819, 2 Volumes; United States Pacific
Railroad Surveys, 13 Volumes; United State Senate Reports of Meteorological
Observations, 1854 — 1859, 10 Volumes; United States Coast Surveys, 12
Volumes; several hundred Pamphlets relating to Canadian Subjects; the
Chief Superintendent and the Minister's Reports for the years 1847 — 1902;
Volumes 2 — 10 of Hodgins' Documentary History of Education in Upper
Canada; Journal of Education for Upper Canada from 1848 to 1877; a Set
of Modern Public School Text Books, 17 Volumes; a Set of Modern High
School Text Books, 15 Volumes; Miscellaneous Text Books, 19 Volumes;
Various old Toronto Directories; Dawson's Lake Superior and Lake Huron
Report, 1850; Maps of Canada, 6 Volumes, 4 to 9; Lower Canada Parliamentary
Journals and Appendices, 1834 — 1837; Les Ursulines de Quebec, 1864; Geo-
logical Reports of Canada, 26 Volumes; Plans of Geological Reports, 5
Volumes; Toronto Normal School Jubilee Volume, 1847 — 1897; Miller's Edu-
cational System of Ontario; Miller's School System of the State of New York;
Miller's Technical Education in Massachusetts; Ontario Scripture Readings;
Hodgins' School Architecture and Hygiene; McEvoy's Technical Education;
A Report on Technical Education, 1890; Special Report on Education in
Europe and America; Seath's Manual Training; the Ryerson Memorial
Volume, 1844 — 1876; Miscellaneous collection of old Blue Books of Canada
on Trade and Navigation, Railways and Canals, Department of Marine and
Fisheries; Auditor-General a'nd Postmaster General's Report, etcetera. Mis-
cellaneous collection of old reports from England with regard to Affairs in
the Colonies, Various Dominion Sessional Papers, also Parliamentary Papers
and Blue Books; Bound Newspapers, 110 Volumes.
II. SENT TO THE UNIVERSITIES OF OTTAWA.
Reports of the Minister of Education and the Chief Superintendent from 1847 to
1892; Journal of Education for Upper Canada from 1848 to 1877; Docu-
mentary History of Education in Upper Canada, Volumes 2 to 11, inclusive;
Vassar's Lives of the Painters, 2 Volumes; Reports of the Commissioner
of Education at Washington, 6 Volumes; Hodgins' Report on Education at
the Centennial Exhibition, 1876; Departmental Statutes and Regulations;
Hodgins' Separate Schools in Upper Canada, (History and Legislation); Les
Guepes Canadennes by A. La Derriere; Lectures and Reports by Horace
Mann; University Problems by D. Gilman; G. W. Ross' Universities of
Canada, Great Britain and the United States; Hand Book of Canada; Sent
..to Victoria College, Toronto, 20 Bound Volumes of Newspapers.
III. SENT TO THE INDUSTRIAL SCHOOL AT MIMICO.
Forty-four Volumes of Dickens', Scott and Thackeray's Works.
28 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
P
Most of an important collection of Pamphlets (764), which I had made, were
sent to the Provincial Archivist by the Honourable Richard Harcourt, Minister of
Education, in 1904. He also sent a number of the bound Newspapers to Victoria
College Library, and to the Toronto Globe and Hamilton Spectator.
SUMMARY OF GRATUITOUS GRANTS TO VARIOUS PUBLIC INSTITUTIONS IN ONTARIO
MADE BY THE HONOURABLE ADAM CROOKS IN 1881-83.
From the Educational Museum $3,162
From the Departmental Library 8,108
$11,270
From the Depository 21,279
$32,549
20 Maps, Books, and Apparatus sent as an outfit to the Ottawa Normal
School, estimated value $3,850
To the same in part to the Toronto Normal School 1,900
$5,750
To 382 Volumes of Bound Newspapers sent to the Parliamentary Library
at 75c. per Volume for binding 280
Total value of Special Objects, Collection in Volumes Books; Maps
and Apparatus gratuitously distributed by direction of Mr. Crooks,
as per foregoing $38,579
SUMMARY OF THE GRATUITOUS DISTRIBUTION FROM THE EDUCATIONAL LIBRARY,
MUSEUM AND DEPOSITORY IN 1881 AND 1904-5.
1. By direction of the Honourable Adam Crooks, in 1881-83 $38,579
2. By direction of the Honourable Richard Harcourt in 1904-05, estimated value 1,275
DISTRIBUTION OF SURPLUS COPIES OF THE MINISTER'S ANNUAL EEPORT AND
OTHER EDUCATIONAL DOCUMENTS.
Although copies of the Annual Report and other Documents were sent in
each year to various Colleges and other Educational Institutions in the Dominion
yet, in order that all of these Institutions should receive them, the following
Circular was addressed to the various Colleges and Normal Schools in each Province
and in Newfoundland :
We have some extra copies of the Annual Reports of the Minister of Education
for this Province, and also copies of the Provincial School Acts and Regulations of
previous years, as well as of the Documentary History of Education for Upper Canada,
(except Volume One).
Should you desire it, the Minister has authorized the sending to the Institution,
over which you preside, such copies of these Reports, Documentary History, School Acts
and Regulations and other Documents as may not be in your collection.
Other Official Documents, issued by the Dominion Parliament, and relating to
Banking, Finance, Trade Statistics, Emigration and other Public Matters, as well as
United States School Reports and those of other Countries, cooild also be sent to you,
if so desired. You would be kind enough, in that case, to furnish the Department with
a list of such works on the various subjects as you may desire to have sent to you, and
also lists of such of them as you may already 'have in your Library.
Please address your Reply to the Deputy Minister of Education.
J. GEORGE HODGINS,
Librarian and Historiographer to the Education Department of Ontario.
TORONTO, 12th May, 1903.
OPENING OF NORMAL SCHOOL, 1852. 29
Gratifying Keports were received from these various Colleges and other Insti-
tutions. I insert the two following ones as they express more fully than do the
others the thanks of those to whom these Reports and Documents were sent : —
FROM THE ST. CHARLES SEMINARY AT SHERBROOKE.
We would be greatly pleased to accept the Volumes which are mentioned in your
Circular, as we have none of them.
In 1897, our Library was destroyed by fire and we have thereby lost a great number
of Books.
We have all the Documents of the Province of Quebec, but those of the Upper Canada
are yet missing to us.
So your offer would be of a great heilp to us, and we count upon your generosity
to enlarge our Library with these Books.
SHEBBROOKE, P.Q., June 4th, 1903. C. A. GABIEPY, Librarian.
FROM ST. LAURENT COLLEGE NEAR MONTREAL.
I thank you, sincerely, for your most generous offer of supplying this Classical
College with various sets of Official Documents of the Province of Ontario and of the
Dominion Parliament.
Of course, we accept such a generous offer, all the more readily, gratefully, and
eagerly, as our "Canadian Library" (a special Library, separate from the general
Library), contains not a single Book, or pamphlet, of the Province of Ontario, and Of
the Federal Government, nor of any other Province of Canada, except the Province of
•Quebec, all of whose Reports, Statutes, etcetera, we have, or very nearly so. There-
fore, Dear Sir, you may send us Copies of such valuable publication of your Province
and of the Dominion Parliament, which you mention. These Documents shall fill quite
a void in our Canadian Library. Please address: — The Reverend Principal of the
Classical College of St. Laurent, near Montreal, Province of Quebec.
ST. LAUBENT, May 18th, 1903. M. A. MCGABRY, D.D., Principal.
CEREMONY OF OPENING THE NORMAL SCHOOL BUILDINGS, 1852*
The ceremony of publicly opening the new Normal and Model Schools for
Upper Canada, took place on the Twenty-fourth of November, 1852. The beautiful
and ample Theatre of the Institution was filled by a large assemblage. During the
day of opening the Buildings were visited by hundreds of persons, and they took
a lively interest in seeing the handsome structure and its spacious Lecture Rooms
and the new Offices of the Education Department. The entire cost, including the
purchase of the Site of Seven and a 'half acres of Land, in the heart of the City, of
Toronto, was not much less than Twenty-two thousand pounds, (£22,000=$88,000).
The following is a brief description of the Buildings : The Front is of Palladian
character, having for its centre four pilasters of the full height of the Building,
with pediment surrounded, when erected, by an open Doric Cupola, Ninety-five
feet in height. The Offices of the Department are on the ground floor of the main
structure. The Theatre, or Lecture Hall, is on the ground floor of this Build-
ing, and is lighted from the roof and sides.
* In 1847 the Gore District Council petitioned the Legislature against the establishment of
the Normal School, as altogether unsuited to a Country like Upper Canada, and an unnecessary
•expense to the Country. The Petition is published In the Seventh Volume of the Documentary
History of Upper Canada, pages 114-116.
30 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The Boys' and Girls Model School Buildings are in the rear of the main
structure, as seen in the illustration, and may be reached by a Corridor from the
Theatre. There is also an entrance from the East for Boys, and from the West
for Girls.
The 'Chair, on the occasion of the Ceremony of Opening, was filled by the
Honourable Samuel Bealy Harrison, County Judge and Chairman of the Council
of Public Instruction. On the platform were the Honourable the Chief Justice of
Upper Canada; the Honourable Inspector General Hincks; the Eeverend Doctor
McCaul, President of the* University of Toronto; the Eeverend Doctor Eyerson,
Chief Superintendent of Education, and others.
The Honourable Mr. Harrison said it had fallen to his duty, as Chairman of
the Council of Public Instruction, to preside at this Meeting. These buildings
have been fitted up for the purposes of promoting Common School Education in
the Province.
SIR JOHN BEVERLEY ROBINSON,
Chief Justice of Upper Canada.
The Eeverend Mr. Lillie having offered up a very appropriate Prayer, the
Chairman called upon the Honourable John Beverley Eobinson, Chief Justice of
Upper Canada, to address the Meeting. He said :
MB. CHAIRMAN, — It is an event of no ordinary interest that we are met to celebrate.
It is now publicly announced that the Building which the Province has erected for
the accommodation of the Normal and Model Schools and Education Offices is com-
pleted; and has been taken possession of by the Officers of the Department. I have
found it difficult to comply with the request of Doctor Ryerson, that I would take a
part in the proceedings. It would have been more difficult for me, however, wholly
to decline a request which I could not but feel that the Chief Superintendent of this
most important Institution had right to make, not more on account of the deep interest
which ought to be taken in the work in which he is engaged than on account of the
ability and industry and the unaibated zeal with which he devotes himself to the duty.
I believe I am expressing the general sentiment when I declare my admiration of
the handsome Edifice in which we are assembled. It would have been inconsistent
with the circumstances of this yet new Country to have expended much of the revenues
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852.
31
PS
O
fe
w
32 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
necessary for the supply of so many pressing and growing wants, in decorating this
structure with the massive columns and elaborate carving which are required for
creating an imposing grandeur of effect; but we 'have here provided in a style fairly
In keeping with the Country, and with the object, a large, substantial, and well pro-
portioned Building of durable materials, and yet of light appearance, and in its interior
arrangements, well adapted to its purpose. I 'have heard it generally spoken of as a
striking ornament of the City, in which it occupies a convenient appropriate position,
and by whose inhabitants I trust it will come to be regarded in successive generations
with growing favour. In my own judgment it does great credit to the taste and talents
of the Architect, Mr. Cumberland.
It is to the system of Religious, Intellectual and Moral training that is to be car-
ried on within these walls that the deeper interest attaches; for we stand now around
the fountain from which are to flow those streams of Elementary Instruction which,
while the Common School System endures, must be conducted from it into every City,
Township and Village in Upper Canada, — I might almost say conducted to every Far-
mer's, Mechanic's and Labourer's dwelling; for the law has provided amply and cer-
tainly for placing, at no distant day, the education which can be obtained in this Normal,
with its practicing Model Schools, within the easy reach of all. There will foe no im-
pediment, from distance, no difficulty from straitened means; the most densely crowded
quarters of our Towns, and Cities, and the remotest corners of our Rural Districts, will
be sure to liave their School Houses, their Teachers, their Books and their Maps and
Apparatus.
Whoever reads the Common School Acts and considers the provision which they
make to diffusing the System of Instruction which they authorize, will see that its
effects must inevitably pervade the whole mass of our population. And at what a time
Is its efficiency about to 'be felt! I speak with reference to the impulse given to Agri-
culture and Commerce, the spirit of enterprise called forth by the improvements in
Science, and the remarkable proofs which we are witnessing of the vivifying influence
of increased population and of increased wealth. It would be difficult, I think, to point
out a Country in which, at any period of its history, the results of such an Educational
System could have deserved to be regarded with greater interest, — or watched with
more intense anxiety. It is not only the City which this Building adorns that is con-
cerned in these results, — not merely the surrounding country, whose inhabitants will
enjoy more convenient access to this Institution, — not Upper Canada alone, for the
lower portion of the Province is scarcely less directly interested in whatever must
influence the composition and acts and counsels of a Government and Legislature com-
mon to both. We may say with truth, that the interest even extends much farther.
It is common for us to hear of that great experiment in government in which the
vast Republic near us is engaged. The world, it is said, has a deep interest in the
result, and none, it is more true, have stronger motives than ourselves for wishing
that the experiment may prove successful in attaining the great objects of all good
governments, — by preserving order within the boundaries of the Country governed,
for it is unfortunate to live near unruly neighbours, foreign, or domestic, and unsafe,
while we happen to be the weaker party. But in Canada, and the other Provinces of
British North America, we have an experiment of our own going on, in a smaller
way to be sure, tout still on a scale that is rapidly expanding, — and an experiment of
no light interest to our Glorious Mother Country, or to mankind.
We occupy a peculiar and a somewhat critical position on this Continent, and
more than we can forsee may probably depend upon the manner in which our descend-
ants may be able to sustain themselves in it. It will be their part, as it is now ours,
to demonstrate that all such freedom of action as is consistent with rational liberty,
with public peace, and with individual security, can be enjoyed under a Constitutional
Monarchy as fully as under the purest democracy on earth, — to prove that, in propor-
tion as intelligence increases, what is meant by liberty is better understood, and what
is soundest and most stable in government is better appreciated and more firmly sup-
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852. 33
ported. The glorious career of England among the Nations of the world demands of
us this tribute to the tried excellence of her admirable Constitution; it should be our
pride to show that, far removed as we are from the splendours of Royalty and the in-
fluence of a Court, Monarchy is not blindly preferred among us from a senseless attach-
ment to antiquated prejudices, nor reluctantly tolerated from a sense of duty, or a
dread of change; but that, on the contrary, it is cherished in the affections, and sup-
ported by the free and firm will of an intelligent people, whose love of order has been
strengthened as their knowledge has increased, — a people who regard with loyal
pleasure the obligations of duty which bind them to the Crown, and who value their
Kingly form of Government not only because they believe it to be the most favourable
to stability and peace, but especially for the security it affords to life and property,
the steady support it gives to the laws, and the certainty with which it ensures the
actual enjoyment of all that deserves to be dignified with the name of freedom.
As soon as the Legislature of Canada determined to apply so large a portion of its
revenue to the support of Common Schools, it became necessary to the satisfaction
and useful working of the System that an Institution should be formed for the in-
struction and training of the Teachers, and it was a great advantage that, before the
circumstances of this Country first called for such a measure, and rendered its appli-
cation practicable on a large scale, the efforts of many enlightened and judicious per-
sons in other Countries has been for years directed to the subject; and all the ques-
tions of Discipline, distribution of Time, Methods of imparting Knowledge, Subjects
of Instructon, and the extent to which each can be carried, had engaged attention and
had stood the test of experience. Many valuable Books had been compiled expressly
for the use of such Schools, and great care and diligence had been used in making
selections from- the aJbundant stores of knowledge already available. And so far as
these political considerations are concerned, which it would be culpable ever to lose
sight of, we can fortunately profit, without hesitation, by all these important aids, being
bound by the common tie of allegiance to the same Crown, and having the same pre-
dilections in favour of British Institutions as our fellow-subjects of the United Kingdom.
Without such a general preparatory system as we see here in operation, the in-
struction of the great mass of our population would be left in a measure to chance^
The Teachers might be many of them ignorant pretenders, without experience, with-
out method, and, in some other respects, very improper persons to be intrusted with
the education of youth. There could be little, or no, security for what they might
teach, or what they might attempt to teach, nor any certainty that the good, which
might be acquired from their precepts, would not be more than counterbalanced by
the ill effects of their example. Indeed, the footing which our Common School Teachers
were formerly upon, in regard to income, gave no adequate remuneration to intelli-
gent and industrious men to devote their time to the service. But this disadvantage
is largely removed, as well as other obstacles, which were inseparable from the con-
ditions of a thinly peopled and uncleared Country, traversed only by miserable roads,
and henceforward, as soon at least as the benefits of thi§ great Provincial Institution
can be fully felt, the Common Schools will be dispensing throughout the whole of
Upper Canada, by means of properly trained Teachers, and under vigilant superintend-
ence, a System of Education, which has been carefully considered and arranged, and.
which has been for some time practically exemplified.
An observation of some years has enabled most of us to form an opinion of its
sufficiency. Speaking only for myself, I have much pleasure in saying that the degree
of proficiency which has been actually attained, goes far, very far beyond what I had
imagined it would have been attempted to aim at. It is evident indeed that the de-
tails of the System of our Schools have been studied with great care, and that a con-
formity to the approved methods has been strictly exacted; and I believe few, if any,
have been present at a p'eriodical examination of the Normal School without feeling
a strong conviction that what we have now most to* hope for and desire is, that such
a course of instruction as they have seen exhibited should be carried on with unre-
3
34 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
4
laxed diligence and care. Of course, I shall be understood to be speaking only with
reference to those branches of knowledge which formed the subjects of examination.
There is, we all know, a difficulty which has met at the threshold those who have
been influential in establishing Systems of National Education; I mean that which
arises from the number of Religious Sects, into which the population is divided.
Whatever difficulty it has occasioned in England, or Ireland, must be expected to be
found here, applying with at least equal, if not more than equal force. I should be
unwilling to suppose that any doubt could exist as to my own opinion on this ques-
tion; and scarcely less unwilling to be thought so unjust and so uncandid as not to
acknowledge and make allowance for the difficulties which surround it. They are
such I believe as no person can fully estimate, until he has been called upon to deal
with them, under the responsibility which the duties of Government impose. In
the mean time, resting assured as we may, that no General System of Instruction can
be permanently successful which has not the confidence and cordial approval of the
sincerely Religious portion of the community, — that portion I mean, who will think
it worse than folly to aim at being "wise above that which is written," — we must
wait with hope and patience for the solution which this difficulty, to which I allude, may
receive in other 'Countries mofe competent to grapple with it, — trusting that what may
ultimately be found to be the safe and satisfactory course, may, by the wisdom and
good feeling of the majority, be adopted among ourselves. When conflicting opinions
upon this subject shall have been reconciled, so as to secure the full confidence and
approval of those who are not indifferent to Religious duties and considerations, it
may be hoped that the Educational System, which is now being matured, may arrive
at that state of perfection, in regard to the Regulations connected with it, that the
Legislature may be able to leave it to operate from year to year without disturbance,
or material change, so that all classes may become familiar with its working, and that
a feeling of attachment to it may have time to form before all associations connected
with the subject shall be broken up by the introduction of a new machinery. For it
is not under such disadvantages that Institutions like this can do their work. They
require to be able to pursue their course of daily duties in peace, and free from the
distraction of uncertainty, and the agitation and anxiety of change.
I close these observations by again adverting to the very remarkable period In
the history of this Province at which the Normal School of Upper Canada and the
Department of Education have taken possession of their magnificent home. We are
advancing with a rapidity that surprises ourselves, scarcely less than the people of
other Countries who have been suddenly awakened to the truth of our astonishing,
but inevitable progress. It was ibut a few weeks ago that I read in the Westminster
Review, one of the leading English periodicals that deals most frequently with Colonial
subjects, an article written expressly for the purpose of impressing upon the British
public a due sense of the importance of the North American Provinces, and of the great
interests which with surprising rapidity are springing up within them, and claiming the
attention of the Mother Country. In all of these extensive Colonies, distinguished as
they are by a loyal and generous appreciation of their position as portions of the British
Empire, the same spirit of enterprise is at this moment in active employment with the
aid of singular advantages, in developing their great national resources. Everything
that we can see and feel at the present time, or can discern in the future, is full of
encouragement to the Farmer, the Mechanic, and the Labourer, — and as for the Liberal
Professions, it is impossible that they can languish among a prosperous people. When
it was proposed in 1840 to unite the Provinces of Canada, the scheme first submitted
to Parliament was to confer Municipal Institutions, by erecting in the whole territory
five great District Councils for Municipal Legislature. But this suggestion was wisely,
I think, abandoned, for these five Councils would have constituted so many little, but
not sufficiently little, Parliaments, inconveniently clashing with the Provincial Legislative
Body. In place of these we see established in our numerous Counties, Townships, Cities,
Towns and Villages, Councils which better comport with the idea of purely Municipal
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852. 35
Corporations, occupying themselves in improving the material and social condition of
their respective localities, and smoothing, if I may so express myself, the asperities
of a rough, — because a new, Country. That these 'Corporate Bodies may know how to
use, without abusing, their powers, it is indispensable, that tihe great body of the people/
by whom they are elected, should 'be intelligent and well disposed, — able to distinguish
between the evil and the good, not in morals only, but in what we may call, in somei
degree, matters of policy and government. Nothing can insure this but early discipline,
and early and sound instruction. It is true that a little learning may, in some cases,
do harm rather than good to the individual who possesses it, and may make him less
valuable, because a more dangerous member of society than he might have been without
it. But these are exceptional cases. It would be as wise to reject the use of Railways
because an occasional Train runs off the track as to hesitate to give education to
the multitude for fear it may in some instances be perverted, as no doubt it sometimes
is, to bad purposes. But in truth this question is now decided in every Free Country,
and speculations about the comparative advantages in promoting or neglecting educa-
tion would be a useless waste of time. The multiplying calls for intelligence in the
varieties of employment, which are daily increasing, — the wonderful cheapness and
facility which improvements in the art of printing have given in the production of
Books and Newspapers, and the quickened circulation of intelligence, which we derive
from liberal postal arrangements and the magic wonders of the Telegraph, must make
the necessity of being able to read and write so great, and the desire to do so nearly
universal, that the few who remain without such instruction will be made to feel the
marked inferiority of their position. And soon it will be literally true, that, in Upper
Canada, there will be no excuse for any person endowed with ordinary capacity being
found in a condition so degrading to a freeman, and so unsuitable to an accountable
being. With everything to urge and to tempt them to the acquisition of knowledge, and
everything to aid them in obtaining it, it will be impossible that the people of Canada
can do otherwise that feel that, in their case, emphatically, " poverty and shame shall
be to him that refuseth instruction."
It must take time, no doubt, before the prevailing influence of education can be so
fully felt. The dispersion through so large a Country of a sufficient number of well
qualified Teachers by the instrumentality of this Normal School, cannot be instantaneous.
Various circumstances concur to limit the number pressing forward in each year to
avail themselves of its advantages, — but the advance will still be rapid. It will be a
quickly multiplying process. Each well informed and well trained Teacher will impart
what he has learned to many, who, in their turn, though they will not all be Teachers,
will all contribute in some degree, by what they have acquired, to raise the general
standard of intelligence; — crimes and vices, no doubt there will be, while there are
men born with impetuous passions and with weak understandings; but the number of
offences must be diminished, for there will be fewer to countenance, and more to
reprove them. . . .
We shall have, I hope, from the Reverend Superintendent, and from other Gentle-
men, some interesting details of the system and progress of the Normal and Model
Schools, which have been founded on so liberal a scale, and are to be henceforth so
admirably accommodated. And I am sure you will heartily and sincerely unite with me
in the wish, that they may become powerful instruments in the hands of Providence
for advancing the welfare of this Province, and promoting the temporal and eternal
happiness of its people.
The Honourable Francis Hincks, Inspector General of Public Accounts, then
addressed the meeting. He said:
I have seldom found myself in a position of a greater embarrassment than I do
on the present occasion, having to follow a Gentleman of the ability and eloquence of
the Chief Justice, who has just addressed you . . . When the Reverend the Chief
36 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Superintendent of Education spoke to me in Quebec two or three weeks ago upon the
subject ... he was kind enough to invite me to take part in the proceedings. I
felt not only from the interest I have taken in Common School Education, but from the
position which I occupy, that it was my duty to avail myself of the opportunity of
being present at -such a Ceremony. I feel that it is the duty of Members of the Govern-
ment to endeavour to be present upon occasions like this, and I only regret that, since
I have been a Member of the Government, I have so seldom been able to avail myself
of Meetings of a similar character to the present. . . . As my worthy friend the
Chairman has said, I have taken an interest in the various Bills which have been intro-
duced upon the subject of Education. I may say with regard to this, as well as to
our Municipal and our Assessment Laws, and other important Measures, I am one
of those who think that we cannot arrive at perfection at first. It requires the
practical experience of the people themselves in working out these public systems
before we can reach anything like perfection. All the various Measures introduced
upon the subject of Common School Education 'have been improvements upon the
measures that have preceded them, and I certainly think that the friends of the System
of Elementary Education which has prevailed in this Province must feel proud upon
the present occasion, for this event is a great triumph to their principles. There has
been a great deal of opposition to anything like a System of Education, from persons
who have not given so much attention to the subject as those who have matured the
present School Act. ... I believe our School System has been worked in such a
way as to give advice rather than to dictate to the people. A great deal of power has
been left with the people, through their local representatives; and the Chief Superin-
tendent of Education has rather endeavoured by moral influence to induce the people
to adopt a uniform System of Education, and a uniform series of School Books, and
other improvements . . .
With regard to this Institution, it has been 'most successfully conducted, and I feel
bolind to say that we must attribute all the merit of that success to the Reverend Gentle-
man who has been at the head of our Common School System.
It is only due to that Reverend Gentleman that I should take this public oppor-
tunity of saying that since I have been a Member of the Government, I have never met
an individual who has displayed more zeal, or more devotion, to the duties he has been
called upon to discharge, than the Reverend Doctor Ryerson . . .
The Reverend Doctor McCauL, President of the University of Toronto, said : —
I would congratulate the Chief .Superintendent of Education, and the Members of
the Council of Public Instruction, on the success which had attended their exertions.
The Building itself is an ornament to the City, and a credit to the Architect, and as
we look around upon this beautiful Theatre, — and bear in mind the admirable arrange-
ments which have been made throughout every part of the Edifice, we cannot but feel
satisfied that the remark has been justly made by the Inspector General, — that the
appropriated funds have been most judiciously expended in the erection of this pile of
Buildings, whose inauguration we are now celebrating.
But what, I would ask, is the chief thing which gives interest to this Meeting? It
is not the pile of Buildings, however tasteful the design and substantial the execution,—
not the Rooms, however capacious and convenient; no, it is something which commands
a higher and a deeper interest than the graces of architecture or the commodiousness of
arrangement, — it is the work that is to be carried on within these walls, — a work
second in importance to none in the Province, for it is destined to perpetuate its benign
influence throughout successive generations. Yes, the stamp which education impresses,
however faint at first, or difficult of recognition, remains permanent and enduring, and
continues indelible from age to age, — so that whatever be the national characteristics
of the population of Canada, the influence of that System of Instruction which was
brought forward, as has been stated, in 1841, and spread throughout the Country by
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852.
37
the agency of the Normal School will be perceptible in its distinctive features. The
diffusion of Education by qualified Instructors is the grand and ultimate end of the
work to be pursued within these walls, but the immediate object is the preparation
of the Teachers, through whose agency this end is to be attained. Now the work of
preparing competent Instructors in the Schools comprehends not merely the necessary
literary and scientific qualifications, but the teaching them " how to teach ", — a most
important distinction; because, in the experience of those best acquainted with this
subject, it is not the most finished scholar, nor the man of greatest information that is
THE REVEHEND JOHN McCAUL, LL.D.,
First President of the University of Toronto.
best qualified to communicate it, for it frequently happens that those who have the
highest attainments are not the most effective Teachers. Hence the necessity of the
Normal School, with its drill and its discipline. Even though it be true that the aptitude
to teach is the gift of nature, yet who does not know that the gifts of nature are
susceptible of improvement by art, — that endowments which might have, laid inactive,
or have been but merely imperfectly developed, are thus matured and called into
effective operation? — that the most favourable direction and the most advantageous
exercise of the faculties are communicated by rules, — which are the result of experience?
And how important is it that Teachers should be properly qualified for the d,uties
of their responsible office! of what immense consequence to the community at large,
whose interests are so deeply involved! Of what vast importance too to the body of
Teachers themselves, as forming a profession! Time was, when little attention was
38 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
paid to the dignity of this most honourable occupation, — when neither the community,
nor the Teachers themselves, seemed to 'have adequate ideas of the importance of the
office of Instructor. But these things have happily been in a great measure remedied.
Teaching is now pursued, not as an occupation, hastily taken up for want of a better,
to be as hastily thrown off when something more advantageous presents itself, but as
a permanent pursuit, requiring much previous study and training, and calling into
exercise the highest and best of man's intellectual and moral endowments. The com-
munity too, while they have become sensible to the danger of trusting their children,
whose happiness both here and hereafter may depend on the character of the instruction
received, to persons incompetent for the task, have also learned that they cannot expect
that task to be properly discharged if they treat those who devote themselves to it,
with little liberality and less respect, and force the best qualified among them, from
want of the remuneration which they have a right to expect, or of the consideration
which is their due, to apply their abilities to other pursuits. But I have said that the
diffusion of the blessings of Education throughout the Land is the ultimate end of the
work which is to be pursued within these walls. What mind can justly estimate, —
w;hat tongue can adequately express — the benefits that must flow from such a diffusion?
What influence will it have in elevating the tastes and in repressing low and debasing
habits? And oh! how many there are, who, if they had but the avenues of enjoyment
thrown open to them which education presents, would never have fallen into the
grovelling habits which have ruined both themselves and their families. But, in
another respect too, the diffusion of education must exercise a most important influence
throughout the Country. We live in times when the tendency is to a diffusion through-
out the masses, of a greater amount of political privilege than has hitherto been usual.
The times exist when the majority of the people must exercise political privileges, and
if so, of what immense importance is it that the masses should be educated, — that they
should be placed in such a position that they should know their independence and under-
stand their rights, — that they should possess that power, which education gives, of pro-
tecting themselves against religious or political, imposters.
The learned Chief Justice has referred to the advantages which we enjoy under our
form of Government. Of what consequence it is that the people should be able to under-
stand, and be prepared to show, that they maintain their allegiance to the British
Crown and their adherence to the limited monarchy under which they live, not through
any antiquated prejudices, nor yet through any traditionary veneration, but because,
though familiar with the operation of another form of Government on the other side, —
and I underrate not the advantages of that system, for there are many things in it which
we might safely imitate. We, however, prefer that w.hich we have, entertaining the
well grounded conviction that under a limited monarchy, such as that of England,
we can enjoy all real advantages and all real individual liberty for ourselves and SOT
our children, and under it have happiness here, and the means and opportunity of
preparing themselves for happiness hereafter . . .
With reference to Religious Education, I have no hesitation in expressing my
opinion that one of the features connected with the Normal School which I most admire
is, that provision is made for the Religious Instruction of the Student Teachers . . .
Some persons believe that no System of Education ought to exist, in which the persons
who conduct it do not at the same time communicate Religious Instruction. Others
believe that Secular Instruction may be given by one party, and that Religious Instruc-
tion should be communicated by those whose special province it is to give such instruc-
tion. But, however, that may be, whether the same, or different, persons are to train
up our youth in the knowledge and fear of God; of this there can be no doubt, that
there is no party in the Province, whose influence is worth considering, that does not
believe that Religious Instruction is indispensable, that every System of Education
is imperfect, unless accompanied by training " in the nurture and admonition of the
Lord."
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852. 39
When I consider the advances already made in Common School Education in this
Province, the number of competent Teachers sent out from the Normal School, and the
multitude of children receiving instruction, I cannot but feel that there is a prospect
of the realization of that hope which I have long cherished, that there would yet be
attained in this Province what I regard as perfection in a System of Public Education
under public grants. I conceive that the public funds should provide means whereby the
successful, but indigent, Scholar might be enabled to pass through the successive stages
of education, until he reached his profession, and there developed the abilities which
God had given him. That, I conceive, is the perfection of National Education, which
places the humblest man, in so far as the prospects of 'his children are concerned, in
a position equal to that of the man of the amplest means. They all knew many, who
had sprung from that class, who had done honour to England, and I doubt not, that
ere my own career is closed, I shall have the gratification of seeing some of the same
class gracing the highest positions in the Province, — who were originally educated at
the Common Schools, — who from the Common School proceeded to the Grammar School,
where they also received free education, — and from there were admitted to the Uni-
versity, where, by means of the Scholarships provided by that Institution, they quali-
fied themselves for a successful professional career, and by their own ability and
industry, blessed by the favour of the Almighty, and fostered by the liberality of the
Province, enrolled themselves as members of that aristocracy of talent and learning,
which, though it derives no borrowed light from the splendour of ancestry, or the
dazzle of wealth, yet shines with a lustre .peculiarly its own, the radiance of those
purer and brighter beams, which emanate from the self-reliance and independence that
characterise the man who, under God, has been the maker of his own fortune.
The Reverend Doctor Kyerson, Chief Superintendent of Education for Upper
Canada,* said: —
As allusions have been made to me personally, — allusions which 'have laid me
under deep obligations, and of which I feel myself entirely unworthy, but could not
otherwise than excite the most grateful feelings of the "heart that my humble exertions
were so highly approved by those whose good opinion was worth my highest ambition
to deserve, — I feel called upon to make a few explanatory remarks.
This Institution stands forth in some respects as the personification, 'or the main
spring, of that System of Public Instruction, which has extended its ramifications
throughout every part of the Province. . . . Although I have given as much atten-
tion to the subject of Education as ordinary persons, yet when this great Educational
work was assigned to me I felt entirely unprepared to incur the responsibility of
devising and introducing a System of Public Instruction without further enquiries,
and further investigation, and I am satisfied but for these previous inquiries our
Public School System would never have arrived at its present position. The erection
of this Building alone is sufficient justification of the course which has been pursued.
Had I not visited the various Normal Schools, in both Europe and America, I could not
have formed a proper conception of the adjustment of the various parts, and the proper
arrangements in a structure of this description.
The allusions that had been made to the taste and skill of Mr. Cumberland, the
Architect of these Buildings, were fully merited; and I will say further, that they never
would have attained to this state had it not been for the clear, comprehensive and
quick conceptions which are characteristic of the intellect of the Architect. ... I
feel myself under the greatest obligations to the ability and cordial co-operation that
I have received from the Architect of the Building, — a Building which will stand as a
* As Doctor Ryerson's address was chiefly historical and statistical, I have only partially
condensed it in some places.
40 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
lasting monument of his taste and skill, as well as the liberality of the Legislature
which made the Grant for its establishment.
Allusion had been made by Mr. Harrison, the Chairman, to the establishment of
a System of Public Instruction. The first Bill, — that of 1841, — providing for a System
of Elementary Education in the Province, when introduced into the House of Assembly
by the Honourable Solicitor General Day, was seconded by the Chairman himself.
Another Bill was introduced into the Legislature two years afterwards, — in 1843, — by
the Honourable the Inspector General, and, subsequently, another Bill, prepared in 1846,
was merely a perfection of that of 1843, — and the present School Law of 1850, is an
improvement and extension of these previous Laws. The first School Law, of 1843,
applying to Upper Canada alone, however, has not been materially changed; but the
THE REVEREND EGERTON RYERSON, D.D.
subsequent School Bills introduced into the Legislature have been designed to supply
deficiencies, which the progress of the School System rendered necessary.
While the Inspector General had been pleased to refer in a complimentary manner
to myself, I have much pleasure in saying, that, although I had more to do with the
Inspector General than with any other public man, yet I have never found him refuse
any proposition that was fairly submitted to him, and the reasons for it satisfactorily
explained. I will say that from the time he first took charge of the Education Depart-
ment, I have never submitted a Measure or application Jto the Government, which had
not been entertained. I have been assisted in every possible way, and to the utmost
extent, to which each successive Government was able to assist me. . . .
There are some individuals who are in the habit of instituting invidious com-
parisons between Upper Canada and the United States, but I am prepared to meet these
THE EDUCATION DEPARTMENT AND NORMAL AND MODEL SCHOOLS, TORONTO. 41
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42 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
persons, and will say, that we are prepared to carry on the Normal School in Upper
Canada to an extent, and with a comprehensiveness of instruction, beyond that which
exists in the neighbouring State of New York, and at a less expense. The Legislature
of New York has appropriated Ten thousand dollars, ($10,000), per annum for the
support of their Normal School. That includes ninety pupils in the Experimental
(Model) School, and two weeks practice of teaching. The Normal School is built on one
of the streets of Albany, and surrounded by no grounds whatever. We have grounds to
the extent of several acres. We have over an acre of Botanical Garden, half an acre
for an Experimental Fruit and Vegetable Garden, about two acres for Agricultural
Experiments, 'besides a small Arboretum for foreign and domestic Shrubs, and Trees,
and we have a Model School with from four to five hundred pupils. We are prepared
to teach as large a number of pupils as in the State Normal School in Albany, and we
have had one hundred and forty Model School applications within the last week. We
are prepared to conduct all these operations on — two thousand dollars, ($2,000), a year
less than they conduct the Schools at Albany, without the appendages of Grounds and
Model Schools. . . .
I have stated that there was, in connexion with this Institution, Grounds to illus-
trate the whole course of instruction given in the Normal School by the operations
carried on in the neighborhood of the Building. Every one will appreciate the ad-
ditional advantages young persons will have in going forth to various parts of the
Country, so far acquainted with Botany and the Elements of Agriculture as to afford
useful and entertaining conversations to the Agriculturists among whom they may
associate. The tastes and feelings and social advantages of the Country will be ad-
vanced by examples of this kind. There is not an Institution in North America, in
which these accompaniments are connected with any Normal School, although every
Writer on the subject has spoken of the great advantages that would result from such
accompaniments. . . .
AGRICULTURAL EESULTS OF THE CULTURE OF THE NORMAL SCHOOL
GROUNDS IN 1853.
The Chief Superintendent, in his Address at the opening of the Normal
School, having referred to the fact that part of the Normal School Grounds, hav-
ing been set apart for the testing of Agricultural experiments in connec-
tion with Lord Elgin's Prizes for proficiency in Agricultural Chemistry, I have
added the following information on the subject, as prepared by Mr. William
Mundie, who was in charge of this experimental part of the grounds.
On the establishment, in 1848, by His Excellency Lord Elgin, of Prizes to
Normal School Students for proficiency in Agricultural Chemistry, it was deemed
expedient by the Council of Public Instruction to set -apart portions of the Normal
School Grounds as an " Experimental Model Farm " on a small scale. The object
was to give the students an opportunity of seeing practically tests carried out,
illustrative of the statements and theories of the Agricultural instruction which
they had received from their Agricultural Teacher on the subject.
The following is a plan of a portion of the New Normal School Grounds, which
were set apart for Agricultural Experiments in the Spring of 1853:
AGRICULTURAL RESULTS OF NORMAL SCHOOL GROUNDS., 1853.
43
EXPERIMENTAL MODEL FABM " IN THE GROUNDS OF THE NORMAL
SCHOOL, TORONTO, DURING 1853.
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Ik pound French Lucerne
1} pounds Cow Clover 1 J pound White Clover
44 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
REPORT OF THE AGRICULTURAL INSTRUCTOR ON THE RESULT OF THE FIRST YEAR'S
CULTURE OF THE NEW NORMAL SCHOOL GROUNDS.
Mr. William Mundie, a landscape and practical Gardener, was selected to
prepare and submit a Plan of the Grounds for these purposes, and was subsequently
appointed to superintend them. The following is Mr. Mundie's account of the first
year's operations on these Grounds. These operations were, of course, only pre-
paratory; but the first results were very satisfactory. From the Report, which
follows, it will be seen that much in the way of Agricultural Experiment can be
done on a small scale, and that utility, in connection with taste, has been
consulted in the external, as well as the internal, arrangements of the Provincial
Normal School.
Mr. Mundie's Report to the Chief Superintendent of Education is as follows : —
I have the honour to submit to you the accompanying Report and descriptive list,
containing the results obtained from the crops grown on the " Experimental Farm "
Grounds attached to the Normal School and Model Schools, which, together with Thirty-
seven specimens of Grains, Roots, Vegetables, and Fruits, I prepared and sent to the
Secretary of the Agricultural Association, for exhibition at their last great Annual
Show, held at Hamilton ... I enclose a copy of my Letter to Professor Buckland,
Secretary of the Association.
I am also very happy in having to report most favourably of the ornamental part
of the Grounds. The Shrubs and Trees, with very few exceptions, have all taken very
well; and many of them have grown since planted in the Spring.
The show of Annuals and other Summer Flowers, which were put in temporarily,
until the Grounds were so far finished as to allow of the botanical arrangements, have
done well.
The following are the reports of the Judges at the Agricultural Exhibition
upon the specimens sent from the Normal School Grounds: —
" We have much pleasure in recommending the collection of Grains, Roots, and
Vegetables, sent from the Normal School Grounds, to favourable notice, and consider
them in every way worthy of the Institution, as also being brought out in a manner
well calculated to convey both useful atfd interesting information to the Student."
The Judges on the Horticultural Department also noticed them as follows. —
"A fine collection of Grains, Roots, and Vegetables, with a report, thereon, from the
Normal School Grounds, is highly commendable, as conveying information to the
Students from experiments."
TOBONTO, October 25th, 1853. WILLIAM MUNDIE, Agricultural Instructor.
• REPORT OF THE GOVERNOR GENERAL OF THE DISTRIBUTION OF HIS PRIZES IN
AGRICULTURAL CHEMISTRY TO NORMAL SCHOOL STUDENTS.
The following Letter was sent to Lawrence Oliphant, Esquire, (who was then
Secretary to Governor General Lord Elgin), reporting, for His Excellency's infor-
mation, the proceedings which took place at the distribution of his Prizes in Agri-
cultural Chemistry to Students of the Normal School.
I have the honour to enclose herewith for the information of His Excellency the
Governor General the following Documents, namely: —
1. Printed Questions for His Excellency's two Prizes in Agricultural Science In
the Normal School for Upper Canada. 2. Report of Examiners. 3. Programme of the
Examination. 4. List and Prices of Books presented to the successful Competitors.
The Prizes were distributed, on behalf of His Excellency, by the Honourable John
H. Gray, M.P.P., of the Province of New Brunswick.
TORONTO, October 30th, 1854. EGEBTON RYERSON.
THE NORMAL SCHOOL OF ONTARIO.
45
THE NORMAL SCHOOL FOR ONTARIO.— ITS DESIGN AND
FUNCTIONS.
PREPARED BY JOHN HERBERT SANGSTER, M.A., M.D., HEAD MASTER.
This Institution is designed to train Common School Teachers, so as to fit them
for the more efficient discharge of their varied and important duties. Although
essentially a Training School, rather than a mere School of Instruction, in the
ordinary sense of the term, the majority of those received as Students-in-training
are so deficient in scholastic attainments that it is found necessary to include in ita
JOHN HERBERT SANGSTER, M.A., M.D.
Course of Instruction, not merely discussions on the principles of education and
methods of teaching, but also the actual teaching of most, or all, of the branches
of Common School study. It is conceded by all who have devoted any attention to
the subject that " to teach well one must be possessed of adequate knowledge ; in a
word, must be well informed" ; and as more than nine-tenths of those who apply for
admission to the Normal School do not possess anything like that amount of in-
formation and general knowledge which the advancing spirit of the age very
properly demands on the part of those who would become Educators of youth, the
Normal School Masters are compelled to supplement, by Lectures on the different
Branches of Study embraced in an ordinary English education, the early training,
46 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
or want of training, of those who enter its walls. Every Lecture, therefore, given
in the Normal School is delivered with a two-fold object : —
1st. To convey to the Class of Students-in-training a certain amount of infor-
mation on the subject on which it treats; and,
2nd. To give this information in such a manner, that, making the necessary
allowance for difference of age and attainments, it may serve as a model of the
method in which the same subject is to be discussed before a class of children.
TERMS OF ADMISSION TO THE NORMAL SCHOOL.
Two Sessions are held each year, — the first commencing on the 8th of January,
and closing on the 15th of June, and the second beginning on the 8th of August
; and terminating on the 22nd of December. Females over sixteen years of age, and
; males over eighteen years of age, who present Certificates of moral character from
their Clergymen, are eligible for admission upon successfully passing the Entrance
Examination. No charge is made for tuition, and the Students are supplied by the
Education Department with such Text Books as they require at half the usual price.
If admitted, each Student is required to sign a Declaration that in coming to the
Institution his object is to better qualify himself for the discharge of his duties as
a Teacher ; that it is his intention to devote himself to the profession of teaching in
Canada; and that he will strictly keep all the Eules and Eegulations of the
Institution.
PERIODICAL EXAMINATIONS IN THE INSTITUTION.
The Entrance Examination is held on the third and fourth days, after the
opening of the Session, (the first two days being occupied in receiving names,
etcetera), and after it commences no new applications for admission are entertained.
This, like all the other Examinations of the School, is in writing on printed Questions,
and, although the requirements for entrance are not very formidable, the Papers
are read with such strictness that, upon an average, one in ten is sent back for
further preparation. After the work of the Session commences written test
Examinations are held once every six weeks, and on these occasions all who are
found to have fallen behind the 'Class, either through carelessness, or want of ability,
are required to withdraw for the remainder of the Term. Thus, only those arrive
at the close of the Term who can proceed to the final Examination with a reasonably
good prospect of obtaining a 'Certificate to teach. Taking one Session with another,
about one-fifth of those actually admitted at the commencement drop off before
the close, either through ill-health, or inability to keep up with the work of the
Term, while, of those who write at the final Examinations, only about five-sixths
are successful in obtaining Certificates.
CLASSIFICATION OF THE NORMAL SCHOOL STUDENTS.
The Students in attendance are sub-divided into senior and junior Divisions, —
the former consisting, for the most part, of those who have already spent one or
more Sessions in the Institution, and who hold Second or First Class Certificates
therefrom. Newcomers, who are found, upon examination at the commencement
of the Session, to be sufficiently far advanced, are admitted to the Senior Class,
but few are found competent to successfully prosecute the work of that Division
until after they have studied for one, or two, Sessions in the Junior Class.
THE NORMAL SCHOOL OF ONTARIO. 47
THE GOVERNING BODY AND TEACHING STAFF OF THE INSTITUTION.
The Consolidated Common School Law enacts that " The Governor may appoint
a Council of Public Instruction for Upper Canada, to consist of not more than
nine Persons, (of whom the Chief Superintendent of Education shall be one), to
hold office respectively during pleasure, and such Council shall, in the exercise of
its duties, be subject to all lawful orders and directions, from time to time, issued
by the Governor."
The Act empowers this Council : — " To adopt all needful measures for the per-
manent establishment and efficiency of the Normal School for Upper Canada, con-
taining one, or more, Model Schools, for the instruction and training of Teachers of
Common Schools in the Science of Education and the Art of teaching." It also
authorizes the Council : — " To make, from time to time, the Eules and Regulations
necessary for the management and government of such Normal School ; to prescribe
the terms and conditions on which Students will be received and instructed therein ;
to select the location of such School, and erect, or procure and furnish the Buildings
therefor ; to determine the number and compensation of Teachers, and of all others
who may be employed therein ; and to do all lawful things which such Council may
deem expedient to promote the objects and interests of such 'School." And it
requires the Council " To transmit annually, through the Chief Superintendent of
Education, to the Governor, to be laid 'before the Legislature, a true account of the
Receipt and Expenditure of all Moneys granted for the establishment and support
of the Normal School."
The same Act directs the -Chief Superintendent of Education: — "To take the
general Superintendence of the Normal School ; and use his best endeavours to pro-
vide for and recommend the use of uniform and approved Text Books in the Schools
generally." It makes him also " responsible for all Moneys paid through him, in
behalf of the Normal and Model Schools," and requires him " to give such Security
for the same as the Governor may require." It further declares that : — " The Chief
Superintendent of Education, on the recommendation of the Teachers in the Normal
School, may give to any Teacher of Common Schools a Certificate of Qualification
which shall be valid in any part of Upper Canada until revoked; but no such 'Cerr
tificate shall be given to any Person who has not been a Student in the Normal
School."
The teaching staff of the Normal School consists of a Head Master, a Second
Master and other Teachers, as follows : — John Herbert Sangster, M.A., M.D., Head
Master ; Reverend Wm. H. Davies, B.D., Second Master ; J. George Hodgins, EL.D.,
Barrister-at-Law, School Law Lecturer; William Armstrong, C.E., Drawing Master;
Samuel Clare, Teacher of Book-keeping and "Writing ; Henry Francis Sef ton, Music
Master; Major Henry Goodwin, Teacher of Gymnastics and Calisthenics.
On Friday afternoon of each week the Ministers of the different Denominations
meet their respective Classes for Religious Instruction. The Exercises are opened
each day by reading a portion of the Holy Scriptures, and a form of Prayer
sanctioned by the Council of Public Instruction.
SPECIAL PREPARATIONS FOR DUTIES AS TEACHERS.
It has already been pointed out that every Lecture given in the Normal School
is given in such a manner that, making the necessary allowance for difference of
age and attainments, it may serve as a model of the manner in which the Teacher
may treat the same subject before a Class of children. In addition to this, how-
48 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
ever, the Students-in-training receive a thorough Course of Lectures on the Science
and Art of Teaching, and they spend a portion of each week in the Model School,
where, under the supervision of skilled Teachers, they are required to take charge
of the various Classes, and conduct the lessons so as to give practical effect to the
instructions received in the Normal School.
The Lectures on Education in the Normal School embrace the following
I. Art of teaching; characteristics of the Successful Teacher; qualification,
manners, habits, temper, tone of mind, etcetera.
II. Modes of securing the co-operation of the Pupils ; how to secure attention ;
how to interest the Class.
III. Intellectual teaching, — in what it consists; how secured.
IV. Mode of giving questions; kinds of questions; purposes served by each
kind ; characteristics of good style of questioning.
V. Mode of receiving answers, and of criticizing them; requirements by way
of answering.
VI. Correction of errors; recapitulations, etcetera.
VII. How to teach, — (a) Heading; (&) -Spelling; (c) Arithmetic; (d)
Grammar; (e) Composition; (/) Writing; (</) History; (h) Geography; (t)
Geometry; (/) Algebra; (fc) Philosophy; (I) Object Lessons; (m) other subjects.
VIII. Organization of Schools; Classification of Pupils; Monitor Teachers, —
their use and abuse; School Buildings and arrangements; School Furniture and
Apparatus, etcetera.
IX. School Management ; Time Tables and Limit Tables ; School Rules ; School
Register ; Roll Book ; Visitors' Book ; School Discipline ; Rewards and Punishments.
X. Principles of Mental and Moral Philosophy, as far as applicable to the ele-
mentary School Room ; Mental, Moral and Physical Culture of childhood.
XI. General principles of Education.
The above Course embraces in all about seventy Lectures, of one hour each.
The Students in .attendance are divided into Classes of albout nine each, under
the superintendence of a leader, whose duty it is to get the Lessons assigned to his
Class, and distribute them, the day before they are to be taught, among the Members
thereof, so as to give them time for preparation. The Classes go alternately to the
Model School, each spending a complete day there in rotation. The Class on duty
in the Model School is subdivided in three sections, of three each, and these are
detailed to the several Divisions of the Model 'School. Thus every Student knows
the night previously what Division he is to be attached to the following day, — what
Lessons he has to teach, and their exact limits. He is exempted that evening from
all work for the Normal School, and is held responsible for the thorough preparation
of his work for the Model School. Moreover, as no 'Student is required to teach
any subject the method of teaching which has not already been discussed in his
hearing, in the Normal School, it follows that the teaching at the commencement
of the Session mainly falls to those Members of the Class who have already passed
one, or more, complete Sessions in the Institution, — the newcomers for the time
being merely looking on and familiarizing themselves with the working of the
School; towards the close of the Term, however, the teaching in the Model School
is mainly confined to the newcomers.
The result of each Lesson given is entered in the "Model School Training
Register," one page of which is assigned to each Student-in-training. The numbers
are entered in the appropriate columns by the Model School Teachers, from one,
THE NORMAL SCHOOL OF ONTARIO. 49
implying great excellence, to six, representing complete failure. The Training
Registers are sent to the Head Master of the Normal School once a month, and such
private commendation, or admonition, is by him awarded to the Students-in-training
as each case seems to merit. When the Student indicates, by his course in the
Model School, that he is not likely to make a useful Teacher, he is recommended to
withdraw.
To supplement these training exercises, the Students are, as often as practicable,
divided into Sections, — each of which is taught in some assigned subject, — by the
Members thereof in succession, in presence of the Masters of the Normal School. At
the close of each Lesson the Students are required to criticize the manner in which
it was taught, and offer suggestions for improvement thereon, etcetera.
At the close of the Session the mark awarded for aptitude to teach is determined,
partly by the Model School Report, partly by the success and energy with which each
Student conducts the Class Recitation in presence of the Masters of the Normal
School, and partly by the general character for ability and energy he has earned for
himself during the term.
PROVINCIAL CERTIFICATES GRAFTED BY THE CHIEF SUPERINTENDENT OF
EDUCATION.
The Chief Superintendent of Education, on the recommendation of the Masters
of the Normal School, and under the authority of the following Section of the
Consolidated Common School Act for Ontario, grants to the Students of the Normal
School Provincial Certificates of Qualification as Common School Teachers in any
part of this Province.
The Certificates are divided into Classes, in harmony with the general Pro-
gramme, according to which all Teachers in this Province are required to be
examined and classified, and are valid until revoked, or until the expiration of the
time mentioned in the Certificate, according to the following form : —
THIS is TO CERTIFY, that - having STANDING IN THE DIFFERENT
BRANCHES,
attended the Normal School during the - Number 1 being the highest
Session, 18 - , and having been carefully examined 6 the lowest
In the several branches named in the margin, is hereby Spelling
Writing
recommended to the Chief Superintendent of Educa- Arithmetic
(lf~ TCL WL tTL d T
tion, as eligible to receive a First, (or Second), Class Composition .".
Certificate of Qualification, as a Common School Teacher Education
Aptitude to Teach
in Ontario, according to the " Programme of the Geography
History
Examination and Classification of Common School Algebra
Teachers," revised by the Council of Public Instruc-
tion, on the 17th day of December, 1858. Natural Philosophy
Chemical Physics
Chemistry
_ . School Law .
Head Master. English Literature
Drawing
Music
Book-Keeping
Punctuality and Regularity
Second Master. Conduct
50 DOCUMENTS ILLUSTRATIVE OP EDUCATION IN ONTARIO.
IN ACCORDANCE with the foregoing recommendation, and under the authority vested
in the Chief Superintendent of Education by the 107th Section of the Ontario Con-
solidated Common School Act, (22nd Victoria, Chapter 64),
I do hereby grant to — : a First, (or Second), Class Certificate of
Qualification, as a Common School Teacher, of the grade and standing above indicated,
which Certificate shall be valid in any part of Ontario, until revoked by this Depart-
ment, (or for one year, as in the case of Second Class Certificates, Grade C).
TORONTO, , 18 . Chief Superintendent of Education for Ontario. Re-
corded in Certificate Register A of
the Department, Number .
[L.S.]
Registrar.
Prior to the Ninth Session no Provincial Certificates were issued. The Head
Master certified as to the attendance and conduct of the Pupils, but such Certifi-
cates did not qualify the holders to become Teachers in the Common Schools.
LORD ELGIN'S OFFICIAL REPORT ON THE SCHOOL SYSTEM OF
UPPER CANADA, 1847-1853.
From an admirable and comprehensive Report, addressed to the Colonial
Secretary, by Lord Elgin, on the State of this Province, I insert those portions of
it relating to the progress of Education in Upper Canada, as His Excellency had
observed it during the years 1847-1853.
I have already pointed out, in the Documentary History of Education in Upper
Canada, the invaluable service, as well as official report, which Lord Elgin rendered
to Doctor Ryerson during the whole period of his administration of the Govern-
ment of 'Canada. Doctor Ryerson has himself, at the conclusion of his annual
Report, fittingly referred to the practical aid which Lord Elgin's hearty
co-operation afforded him at a somewhat critical period of our Educational
history.
At the close of Lord Elgin's administration of the Government of Canada,
he thus sketched the history and operations of our Public School System, from
1847 to 1853, in a Despatch addressed to Sir John Pakington, the then Secretary
of State for the Colonies.
PBOGBESS OF EDUCATION IN UPPER CANADA, DURING THE YEARS 1847-1853.
**********
25. I extract from a general Statistical Abstract, compiled from returns in the
Educational Department for Upper Canada, some interesting details with respect to
the comparative state of Education in Upper Canada in the years from 1847 to 1853,
inclusive. In the former of these years, the Normal School, which may be considered
the foundation of the School System, was instituted, and, at the close of the latter,
the first volume was issued from the Education Department to the Public School Libraries,
which are its crown and completion. If it may be affirmed of Reciprocity with the
United States, that it introduces a new era in the Commercial History of the Province,
so may it, I think, be said of the latter (Library) measure, that it introduces a new
era in its educational and intellectual history. The subject is so important, that I must
beg leave to say a few words upon it before proceeding to other matters.
LORD ELGIN'S REPORT ON ONTARIO SCHOOL SYSTEM. 51
SKETCH OF THE PUBLIC SCHOOL LIBBABT SYSTEM OF UPPER CANADA.
In order to prevent misapprehension, however, I may observe that the term School
Libraries does not imply that the Libraries in question are specially designed for the
benefit of Common School Pupils. They are, in point of fact, Public Libraries, intended
for the use of the general population; and they are entitled School Libraries, because
their establishment has been provided for in the .School Acts, and their management
confided to the School Authorities.
26. Public School Libraries then, similar to thdse which are now being introduced
into Upper Canada, have been in operation for several years in some States of the
neighbouring Union, and many of the most valuable features of the Canadian Library
System have been borrowed from them.
In most of the States, however, which have appropriated funds for Library Pur-
poses, the selection of the Books has been left to the Trustees appointed by the different
School districts, many of whom are ill qualified for the task, and the consequence has
been, that the travelling pedlars, who offer the most showy Books at the lowest prices,
have had the principal share in furnis'hing the Libraries. In introducing the Library
System into Upper Canada, precautions have been taken which will, I trust, have the
effect of obviating this great evil.
27. In the Upper Canada School Act of 1850, which first set apart a sum of Three
thousand pounds, (£3,000,) for the establishment and support of School Libraries, it
is declared to be the duty of the Chief Superintendent of Education to apportion the
sum granted for this purpose by the Legislature under the following conditions. " That
no aid should be given towards the establishment and support of any School Library
unless an equal amount be contributed, or expended, from local sources for the same
object," and the Provincial Council of Public Instruction is required to examine, and,
at its discretion, recommend, or disapprove, of Text Books for the use of Schools, or
Books for the School Libraries, — " Provided that no portion of the Legislative School
Grant shall be applied in aid of any School, in which any Book is used that has been
disapproved of by the Council, and public notice given of such disapproval."
28. The Upper Canada Council of Public Instruction, in the discharge of the re-
sponsibility thus imposed upon it, has adopted, among the General Regulations for
the establishment and management of Public School Libraries in Upper Canada, the
following rule, —
" In order to prevent the introduction of improper Books into the Libraries, it is
required that no Books shall be admitted in any Public School Library established
under these Regulations which is not included in the Catalogue of Public School
Library Books prepared according to law," and the principles by which it has been
guided in performing the task of selecting books for these Libraries are stated in the
following extract from the Minutes of its proceedings, —
1. " The Council regards it as imperative that no work of a licentious, vicious, or
immoral, tendency, and no works hostile to the Christian Religion, should be admitted
into the Libraries.
2. " Nor is it, in the opinion of the Council, compatible with the objects of the
Public School Libraries to introduce into them controversial works on Theology, or
works of Denominational Controversy; although it would not be desirable to exclude
all historical and other works in which such topics are referred to and discussed,
and it is desirable to include a selection of suitable works on the Evidences of Natural
and Revealed Religion.
3. " In regard to works on Ecclesiastical History, the Council agree on a selection
of the most approved works on each side."
**********
29. The Catalogue above referred to and of which I enclose a copy, affords ample
proof of the intelligence and liberal spirit in which the principles above stated have
been carried out by the Council of Public Instruction. The Chief Superintendent ob-
52 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
serves that in the case of the Libraries established up to the present time, the local
authorities have, in a large number of instances, assigned the task of selecting Books
to the Chief Superintendent, that, in some, they have, by a Committee of one, or more,
of themselves chosen all the Books desired by them, and that, in others, they have
selected them to the amount of their own appropriation, requesting the Chief Super-
intendent to -choose the remainder to the amount of the apportionment of the Library
Grant.
The Chief Superintendent recommends the last as the preferable mode. The total
number of Volumes issued from the Education Department to Public Libraries in
Upper Canada from November 1853, when the issue commenced, to the end of August
last, was 62,866.
SKETCH OF THE SYSTEM OF PUBLIC INSTRUCTION IN UPPER CANADA.
30. The System of Public Instruction in Upper Canada is angrafted upon the Muni-
cipal Institutions of the Province, to which an organization, very complete in its de-
tails, and admirably adapted to develop the resources, confirm the credit, and promote
the moral and social interests of a young country, was imparted by an Act passed in
1849. The Law by which the Common Schools are regulated was enacted in 1850, and
it embraces all the modifications and improvements suggested by experience in the
provisions of the several School Acts passed subsequently to 1841, when the important
principle was adopted of granting money for the support of Common Schools in each
County, on condition that an equal amount were raised within it by local Assessment,
for the same purpose, and this principle was, in 1850, first introduced into the Statute
Book.
31. The development of individual self reliance and local exertion, under the super-
intendence of a central authority exercising an influence almost exclusively moral, is.
the ruling principle of the Educational System of Upper Canada. Accordingly, it rests
with the freeholders and householders of each School Section to decide whether they
will support their school by Voluntary Subscription, by Rate-bill for each pupil attend-
ing the School, (which must not, however, exceed one shilling and threepence per
Month,) or by Rates on property. The School Trustees elected by the same free-
holders and householders are required to determine the amount to be raised within
their respective School Sections, for all School Purposes whatsoever, to engage Teachers^
from among persons holding legal Certificates of Qualification, and to agree with them
as to salary. On the Local Superintendents, appointed by the County Councils, is devolved
the duty of apportioning the Legislative Grant among the School Sections within the-
County, of inspecting the Schools and reporting upon them to the Chief Superintendent.
The County Boards of Public Instruction composed of the Local Superintendent, or
Superintendents, and the Trustees of the County Grammar School, examine Candidates,
for the Office of Teacher, and give Certificates of Qualification, which are valid for
the County; the Chief Superintendent giving Certificates to Normal School Pupils which:
are valid for the Province. While the Chief Superintendent, who holds his appoint-
ment from the Crown, aided in specified cases by the Council of Public Instruction,,
has under his special charge the Normal and Model Schools, besides exercising a
general control over the whole System which he administers; duties most efficiently
performed by the able Head of the Department, the Reverend Doctor Ryerson, to whom
the Inhabitants of Upper Canada are mainly indebted for the System of Public Instruc-
tion, which is now in such successful operation among them.
THE QUESTION OF RELIGIOUS INSTRUCTION IN THE PUBLIC SCHOOLS.
32. The question of Religious Instruction as connected with the Common School'
System of Upper Canada is thus provided for in the School Act: —
" That, in any Model, or Common, School, no child shall be required to read, or
study, in, or from, any Religious Book, or to join in any exercise of devotion, or Re-
LORD ELGIN'S REPORT ON ONTARIO SCHOOL SYSTEM. 53
ligion, which shall be objected to by his, or her, parents, or Guardians; but, within
this limitation, pupils shall be allowed to receive such Religious Instruction as their
Parents, or Guardians, shall desire, according to the General Regulations which shall
be provided according to law."
33. The Council of Public Instruction urges the inculcation of the principles of
Religion and Mortality upon all the pupils in the School and prescribes the following
Regulation upon the subject; —
" The Public Religious Exercises of each School shall be a matter of mutual
voluntary arrangement between the Trustees and the Teacher and it shall be a matter
of mutual voluntary arrangement between the Teacher and the Parent and Guardian
of each pupil, as to whether he shall hear such pupil recite from the Scriptures, or
Catechism, or other summary of Religious Doctrine, and duty of the Persuasion of
such Parent, or Guardian, — such recitations, however, are not to interfere with the
regular exercises of the School."
34. As a further security that these principles will be adhered to, Clergymen recog-
nized by law, of whatever denomination, are made ex-officio Visitors of the Schools
in Townships, Cities, Towns, or Villages, where they reside, or have pastoral charge.
And the Chief Superintendent of Education remarks on this head; —
" The Clergy of the County have access to each of its Schools ; and I know of no
instance in which the School has been the place of religious discord, but in many in-
stances, especially on occasions of Quarterly Public Examinations, in which the School
has witnessed the assemblage and friendly intercourse of Clergy of various Religious
Persuasions, and thus become the radiating centre of a spirit of Christian charity and
potent co-operation in the primary work of a people's civilization and happiness."
He adds with reference to the subject generally: —
" The more carefully the question of Religion, in connection with a system of Com-
mon Schools, is examined, the more clearly I think it will appear that it has been
left where it properly belongs, with the Municipalities, Parents and Managers of Schools
— the Government protecting the right of each parent and child; but, beyond this, and
beyond the duties and principles of morality, common to all classes, neither compelling
nor prohibiting, recognizing the duties of Pastors and Parents, as well as of School
Trustees and Teachers, and considering the System of Education for the youth of the
Country." ^^
35. The students attending the Normal School are necessarily brought from their
homes to Toronto, where that Institution is situated, and consequently drawn from I
the care of their natural protectors.
In accordance with the principles above laid down the Normal School Authorities
consider themselves therefore bound to exercise in their case a closer surveillance
over their Religious and moral training.
The following are among the Rules prescribed <by the Council of Public Instruc-
tion for the government of the Students at the Normal School: —
Each Teacher-in-training is required every Friday afternoon from three to four
O'clock punctually to attend the classes for separate Religious Instruction by the
Clergyman of the Religious Persuasion to which he, or she, respectively belongs.
Any Students absenting themselves from such exercises, will be required to for-
ward a written explanation of such absence.
The Teachers-in-training are expected to lead orderly and regular lives, to be in
their respective lodgings every night before half past nine, and to attend their
respective Places of Worship with strict regularity,
Any imnrnnrioHaa nf onn^jpt will be brought under the special notice of the Chief
Superintendent of Education.
I visited the Normal School in the course of a tour which I recently made through
the Western section of the Province and the Address presented to me on that occasion
by the Council of Public Instruction contains information of so much interest, that
I append an extract from it: —
54 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
"After an interval of three years, we the Members of the Council of Public In
struction for Upper Canada have great pleasure in again meeting Your Excellency.
"We cordially welcome Your Excellency on this your first visit to an Institution,
the erection of which was commenced under Your Excellency's auspices.
" On the occasion of the interesting Ceremony performed by your Excellency, in
laying the Chief Corner Stone of the Edifice in which we are now assembled, we ad-
verted to the noble and patriotic objects contemplated by the Legislature on its estab-
lishment. Those objects have been kept steadily and anxiously in view, and we have
now much satisfaction in presenting Your Excellency with some statistics of the
results.
" Since the establishment of the Normal School in the Autumn of 1847, fourteen
hundred and fifty six Candidates for admission have presented themselves, of whom,
twelve hundred and sixty four, after due examination, have been received; of these,
about one hundred and fifty have been carefully trained each year, and sent to different
parts of Western Canada.
" That they have been eminently successful in teaching the youth of the Country
and elevating the character of our Common Schools, we have been repeatedly assured;
and the great and increasing demand for trained Teachers stimulates us to further
exertions to increase the number of these meritorious and valuable public servants.
" The liberality of the Legislature in recently providing a fund of Five hundred
pounds per annum (£500), towards the relief of Superannuated, or worn out, Teachers,
the Council cannot but believe will prove a strong ground of encouragement to many
to enter a profession hitherto but ill-requited, while it cannot fail to provoke increased
zeal and exertions on the part of those already engaged therein.
" It will be gratifying to Your Excellency to learn that the system of establish-
ing Free Public Libraries throughout Upper Canada, has been put into successful
operation during 1853 and 1854. Since December of last year, nearly Seventy-five
thousand Volumes of Books, embracing the more important departments of human
knowledge, have been circulated through the agency of the Township Municipalities
and School Corporations, from which the Council anticipate the most salutary results.
"As an illustration of the cordial cooperation of the people in promoting the
System of Public Education, established by the Legislature, we are rejoiced to add
that the very large sum of half a million of dollars, ($500,000,) was last year raised
by their free action to promote this object, exclusive of Legislative aid."
These facts we are assured will be no less gratifying to Your Excellency than
they are cheering to ourselves, and worthy of the people of Upper Canada, and we
hope that in the course of a few years, when the Grammar Schools have been effect-
ually incorporated with our Educational System, the general results of our opera-
tions will not be less satisfactory.
The total number of Teachers employed in the Common Schools in Upper Canada
In 1852, is stated at 3,258 — Male, 2,451; Female, 807 — and their Religious Faith is given
as below: —
Methodists 893 Reported " Protestants " 36
Presbyterians 865 Not Reported 28
Church of England 700 Christians and Disciples 25
Roman Catholics 358 Universalists and Unitarians 23
Baptists 196 Other Persuasions 12
Congregationalists 68 Lutherans 9
Quakers 45
The total number of Common Schools reported for that year was 2,914, and of
Separate Schools 18, of which three were Protestant and two were for Coloured
children.
LORD ELGIN S REPORT ON ONTARIO SCHOOL SYSTEM.
55
37. On a comparison of the educational condition of Upper Canada in the years
1847 and 1853, the following results are arrived at: —
Population between the ages of five and
sixteen: —
1847 230,975
1853 268,957
Total Common Schools: —
1847 2,727
1853 3,127
Total pupils attending Common Schools: —
1847 , 124,829
1853 194,736
Total students and pupils attending
Universities, Colleges, Academies,
Grammar, Private and Common
Schools: —
1847 131,360
1853 203,896
Total amount available for Common
School Teachers' salaries: —
1847 £63,780 0 0
1853 106,881 7 5
Total amount available for Teachers'
salaries, Schoolhouses, Libraries, Ap-
paratus:—
1847 No Report.
1853 £132,960 16 5
Average number of months each School
has been kept open by a qualified
teacher: —
1847 8% months.
1853 . 10 months.
These figures do not, however, adequately represent the progress which the Com-
mon School System has been making, for it has been the policy of the Department rather
to encourage the enlargement of the boundaries of existing School Sections than to
multiply new ones; and, throughout the whole period, a very material rise in the
standard of qualification of Common School Teachers has been taking place, through
the instrumentality of the Normal and Model Schools. Free Schools also, as dis-
tinguished from Schools in part supported by Rate-bills on the pupils, are rapidly in-
creasing.
No separate return of this particular description of Free Schools was made before
1850. In that year 252 were reported; in 1853 the number had risen to 1,052. Advert-
ing to these and other facts of a like nature, the Chief Superintendent of Education
for Upper Canada, in closing his Annual Report for last year, which has just been laid
before Parliament, and is not yet in print, thus summarily sketches the result of the
educational proceedings of the few past years: —
" It must ever be a source of satisfaction to Your Excellency that, during the
period of Your Administration of the Government of Canada, the laws under which
our whole School System is now organized have been passed, that our Normal and
Model Schools have been established and rendered extensively useful, that the in-
crease of pupils in our Schools, the sums voluntarily provided by the people for their
support, the improvements in the modes of conducting them, in the Houses erected
for them, as well as their convenience and furniture, have advanced beyond all prece-
dent, that a general System of Public School Libraries has been brought into success-
ful operation and that every feeling of the people is onward in Education and Know-
ledge as well as in Railroads, Manufactures, Commerce and Agriculture.
38. An increase in the Legislative provision for School Libraries is about to be
proposed in the present Session and a sum is to be specially appropriated for the
establishment of a Model Grammar School in connection with the Normal School at
Toronto.
The Grammar Schools hold an intermediate place between the University and
other Collegiate Institutions of the Province and the Common Schools. The Model
Grammar School will raise the standard of the instruction afforded by them and im-
part to it a certain uniformity of character. When this object shall have been effected
it will hardly be too much to affirm that educational facilities, unsurpassed by those pro-
vided in any part of the World, will have been placed within the reach of the youth
of Upper Canada of all classes.
QUEBEC, December, 1854. ELGIN AND KINCARDINE.
56 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
RELIGIOUS INSTRUCTION" IN THE SCHOOLS OF UPPER CANADA.
I. LETTER FROM THE HONOURABLE OHIEF JUSTICE DRAPER TO THE CHIEF
SUPERINTENDENT OF EDUCATION.
1. Sir John Pakington, the Colonial Secretary, has been making particular en-
quiries of me respecting the working of our Common Schools System, and particularly
with reference to the manner in which Religious Instruction may be given in the
Schools, — how the Ministers of the various Denominations who are admitted to give it
are ascertained; — what are the average Salaries given to Teachers, Male and Female,
who come from the Normal School, — and what is the price paid by Parents for the
education of their Children by the week, or otherwise, at the Common Schools.
2. I should be much indebted to you if you will enable me to give him accurate
answers to these inquiries.
3. I have given him the best information in my power; but I am afraid of mis-
takes, and I should regret extremely to mislead him in the slightest degree.
4. A comparative Statement of the proportion of Children attending the Common
Schools showing the gradual increase in the number would also be desirable.
5. The Provincial Secretary will forward any Letter you may address to me.
LONDON, June 10th, 1857. W. H. DBAPEE.
II. REPLY TO THE FOREGOING LETTER BY THE CHIEF SUPERINTENDENT OF
EDUCATION.
I received your Letter of the 16th ultimo last evening, requesting, for the infor-
mation of Sir John Pakington, Colonial Secretary, information as to the nature and
working of our Provincial School System, particularly in regard to Religious Instruc-
tion.
I transmit you a copy of the School Act and Regulations, and of my Reports for
1852 and 1853, in which I have discussed the question of Religious Instruction in the
Schools, and in which I have quoted the Church of England Canons, etcetera, on the
duty of Clergymen, Parents and School Masters on the subject, and I have dis-
tinguished, in this matter, between Day Schools and the Higher Seminaries of Learn-
ing. (I enclose herewith a copy of this Exposition of the School Law on the sub-
ject of Religious Instruction in the Schools.)
In the same Report, will be found the Regulations and Forms of Prayer for the
opening and closing of the daily Exercises of the Schools.
Some have affected, and attempted to confound our School System with that in
the United States. But there is scarcely one point in common now, between the two
School Systems, except that both contemplate the education of the whole people, with-
out any distinction as to Classes, or Sects, and that by machinery chiefly worked by
the people themselves; but our School System is much more simple; and, besides
differences in numerous details and forms, there are the following essential points
of difference in the two Systems: —
(1) In none of the States of the Union, as in Upper Canada, is there any law, or
Regulation, by which one uniform series of Text Books is selected and sanctioned by
the Government for all of the Public Schools, or a Catalogue of Books for Public School
Libraries, — a matter of the highest importance to the Schools, and of security and
great advantage to the public.
(2) Nor is there in any one of the States provision for the uniform examination
and classification of Teachers throughout the State, as in Upper Canada by County
Boards; but the whole is left to the discretion of Trustees.
RELIGIOUS INSTRUCTION IN THE ONTARIO SCHOOLS, 1857. 57
(3) In Upper Canada, there is a distinct recognition of the Christian Religion, —
of the reading of the Holy Scriptures in the Schools, and of Prayer; and although
they are not made compulsory, they are provided for and recommended, as also the
teaching of the Ten Commandments and the essential duties and principles of Religion,
with which the School Books are pervaded, is made obligatory. This is not the case
in any of the United States.
(4) With us, all Clergymen recognized by law, as having authority to solemnize
Matrimony, are ex-offlcio Visitors of the Schools — associating the Ministers of Religion
with the School Education of their people. The influence of this Regulation is im-
mense in the Schools, and is most salutary in a social point of view, — bringing the
Ministers of various Religious Persuasions into friendly intercourse and co-operation
at the Quarterly Examinations and other school gatherings. In addition to this, a
Regulation has been lately adopted, by which the Clergymen of any Religious Per-
suasion shall have the use of the School House, in which to give special Religious
Instruction to the Pupils of his own Church once a week at four o'clock, P.M.; and, if
the Clergymen of more than one Riligious Persuasion apply for this purpose, the
Trustees shall determine the day on which each Clergyman shall occupy the School
House.
(5) I think that, while Denominational Schools in the Country parts are wholly
impracticable, they might be recognized in Cities and Towns by apportioning to them,
out of the School Funds, for the payment of Teachers, (not for building School-houses),
according to the average attendance of Pupils. This would not interfere with the
Public School System, and might meet the wishes of those who are not willing to
send their children to the Public Schools, and might provoke a wholesome emulation
between the two classes of Schools. But I have not yet proposed it here, as. the great
majority of all classes of the population are in favour of our School System as it is,
and would abolish Separate Schools altogether.
TOBONTO, July the 4th, 1857. EGERTON RYEBSON.
ENCLOSURE: MINUTE ADOPTED BY THE 'COUNCIL OF PUBLIC INSTRUCTION IN
EEGARD TO RELIGIOUS INSTRUCTION, IN APRIL, 1857.
Ordered, That, with a view to correct misapprehensions and define more clearly
the rights and duties of Trustees and of other parties, in regard to Religious Instruc-
tion in connection with the Common Schools, it is decided by the Council of Public
Instruction, that the Clergy of any Religious Persuasion, or their authorized Repre-
sentatives, shall have the right to give Religious Instruction to the Pupils of their
own Church in each Common School House, at least once a week, in the afternoon;
and, if the Clergy of more than one Religious Persuasion apply to give Religious in-
struction in the same School House, the Trustees shall decide on what day of the
week, on which the School House shall be at the disposal of the Clergyman of each
such Religious Persuasion at the time above stated. But, it shall be lawful for the
Trustees and Clergyman of any Religious Denomination to agree upon any other hour
Of the day, at which such Clergyman, or his authorized Representative, may give Re-
ligious Instruction to the Pupils of his own Church, provided, that it be not during
the regular hours of the School.
58 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
EXPOSITION OF THE SCHOOL LAW ON THE SUBJECT OF RELIGIOUS
INSTRUCTION IN THE SCHOOLS OF UPPER CANADA.
PREPARED IN 1852, AS DIRECTED, FOR THE INFORMATION OF THE MEMBERS OF
THE GOVERNMENT.
The question of religious instruction has been a topic of voluminous and earnest
discussion among statesmen and educationists in both Europe and America has
agitated more than one country on the continent of Europe— has hitherto deprived
England of a national system of education, permitting to it nothing but a series of
petty expedients in varying forms of government grants to certain religious denomina-
tions, while the great mass of the laboring population is unreached by a ray of in-
tellectual light, and is " perishing for lack of knowledge," amidst the din of sectarian
war about "religious education," and under the very shadows of the cathedral and
the chapel. If I have not made this question a prominent topic of remark in my
annual reports, it is not because I have undervalued or overlooked its importance. In
my first and preliminary report on a system of public elementary instruction for
Upper Canada, I devoted thirty pages to the discussion of this subject (pp. 22-52), and
adduced the experience and practice of the most educating countries in Europe and
America respecting it. In preparing the draft off the school law, I have sought to place
it where it has been placed by the authority of Government, and by the consent of all
parties in Ireland — as a matter of regulation by a National Board and with the guards
which all have considered essential. These regulations* have been prepared and duly
sanctioned, and placed in the hands of all school authorities; nor have I failed from
* The following are the regulations on the Constitution and Government of Schools in respect
to Religious and Moral Instruction, prescribed by the Council of Public Instruction for Upper
Canada : —
"As Christianity is the basis of our whole system of elementary education, that principle
should pervade it throughout. Where it cannot be carried out in mixed schools to the satis-
faction of both Roman Catholics and Protestants, the law provides for the establishment of
Separate schools. And the common school act, fourteenth section, securing individual rights
as well as recognizing Christianity, provides, ' That in any model or common school established
under this act, no child shall be required to read or study in or from any religious book, or to
join in any exercise of devotion or religion, which shall be objected to by his or her parents
or guardians : Provided always, that within this limitation, pupils shall be allowed to receive
such religious instruction as their parents or guardians shall desire, according to the general
regulations which shall be provided aocordng to law.'
" In the section of the act thus quoted, the principle of religious instruction in the schools
is recognized, the restriction within which it is to be given is stated, and the .exclusive right of
each parent and guardian on the subject is secured, without any interposition from trustees,
superintendents, or the Government itself.
" The common school being a day, and not a boarding, school, rules arising from domestic
relations and. duties are not required ; and as the pupils are under the care of their parents
and guardians on Sabbaths, no regulations are called for in respect to their attendance at
public worship.
" In regard to the nature and extent of the daily religious exercises of the school, and the
special religious instruction given to pupils, the Council of Public Instruction for Upper Canada
makes the following regulations and recommendations: —
" 1. The pubic religious exercises of each school shall be a matter of mutual voluntary
arrangement between the trustees and teacher ; and it shall be a matter of mutual volun-
tary arrangement between the teacher and the parent or guardian of each pupil, as to whether
he shall hear such pupil recite from the Scriptures, or catechism, or other summary of religious
doctrine and duty of the persuasion of such parent or guardian. Such recitations, however,
are not to interfere with the regular exercises of the school.
" 2. But the principles of religion and morality should be inculcated upon all the pupils
of the school. What the Commissioners of National Education in Ireland state as existing
in schools under their charge, should characterize the instruction given in each school in Upper
Canada. The Commissioners state that ' in the national schools the importance of religion
is constantly Impressed upon the minds of children, through the works calculated to promote
good principles and fill the heart with love for religion, but which are so compiled as not to
clash with the doctrines of any particular class of Christians.' In each school the teacher
should exert his best endeavors, both by example and precept, to impress upon the minds of
all children and youth committed to his care and instruction, the principles of piety, justice,
and a sacred regard to truth ; love to their country ; humanity and universal benevolence ;
sobriety, Industry, frugality, chastity, moderation, temperance, and those other virtues which
are the ornament of society and on which a free constitution of government Is founded ; and
It Is tne duty of each teacher to endeavor to lead his pupils, as their ages and capacities will
admit, into a clear understanding of the tendency of the above-mentioned virtues, In order to
preserve and perfect the blessings of law and liberty, as well as to promote their future hap-
piness, and also to point out to them the evil tendency of the opposite vices."
RELIGIOUS INSTRUCTION IN THE ONTARIO SCHOOLS, 1852. 59
time to time to press their importance upon all parties concerned. It is, however,
worthy of remark that in no instances have those parties who have thought proper
to assail the school system, and myself personally, on the question of religious instruc-
tion, quoted a line from what I have professedly written on the subject, or from the
regulations which I have recommended; while such parties have more than once pre-
tended to give my views by quoting passages which were not at all written in reference
to this question, and which contained no exposition of my views on it.
As some prominence has been given to this question during the year by individual
writers, and some vague" statements and notions put forth, I will offer a few remarks
on it.
1. My first remark is, that the system of common school instruction should, like
the legislature which has established and the government that administers it, be non-
sectarian and national. It should be considered in a provincial, rather than a denomina-
tional point of view — in reference to its bearing upon the condition and interests of the
country at large — and not upon those of particular religious persuasions as distinct
from public interests, or upon the interests of one religious persuasion more than
upon those of another. And thus may be observed the difference between a mere
sectarian and a patriot — between one who considers the institutions and legislation and
government of his country in a sectarian spirit, and another who regards them in a
patriotic spirit. The one places his sect above his country, and supports or opposes
every public law or measure of government just as it may or may not promote the
interests of his own sect irrespective of the public interests and in rivalship with
those of other sects; the other views the well-being of his country as the great end to
be proposed and pursued, and the sects as among the instrumentalities tributary to
that end. Some, indeed, have gone to the extreme of viewing all religious persuasions
as evils to be dreaded, and as far as possible proscribed; but an enlightened and patriotic
spirit rather views them as holding and propagating in common the great principles
of virtue and morality, which form the basis of the safety and happiness of society;
and therefore as distinct agencies more or less promotive of its interests — their very
rivalships tending to stimulate to greater activity, and, therefore, as a whole, more
beneficial than injurious. I think a national system of public instruction should be in
harmony with this national spirit.
2. I remark again, that a system of public instruction should be in harmony with
the views and feelings of the great body of the people, especially of the better educated
classes. I believe the number of persons in Upper Canada who would theoretically or
practically exclude Christianity in all its forms as an essential element in the education
of the country, is exceedingly small, and that more than nine-tenths of the people
regard religious instruction as an essential and vital part of the education of their
offspring. On this, as well as on higher grounds, I lay it down as a fundamental prin-
ciple that religious instruction must form a part of the education of the youth of our
country, and that that religious instruction must be given by the several religious
persuasions to their youth respectively. There would be no Christianity among us were
it not for the religious persuasious, since they, collectively, constitute the Christianity
of the country, and, separately, the several agencies by which Christian doctrines and
worship and morals are maintained and diffused throughout the length and breadth
of the land. If in the much that certain writers have said about and against " sectarian
teaching," and against " sectarian bias " in the education of youth, it is meant to
proscribe or ignore the religious teaching of youth by sects or religious persuasions;
then is it the theory, if not the the design of such writers to preclude religious truth
altogether from the minds of the youth of the land, and thus prepare the way for raising
up a nation of infidels! But if, on the other hand, it be insisted, as it has been by
some, that as each religious persuasion is the proper deligious instructor of its own
youth, therefore each religious persuasion should have its own elementary schools, and
that thus denominational common schools should supersede our present public common
schools, and the school fund be appropriated to the denominations instead of to the
60 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
municipalities; I remark that this theory is equally fallacious with the former, and is
fraught with consequences no less fatal to the interests of universal education than is
the former theory to the interests of all Christianity. The history of modern Europe
in general and of England in particular, teaches us that when the elementary schools
were in the hands of the church, and the state performed no other office in regard to
schools than that of tax-assessor and tax-gatherer to the church, the mass of the people
were deplorably ignorant and, therefore, deplorably enslaved. In Upper Canada, the
establishment and support of denominational schools to meet the circumstances of each
religious persuasion would not only cost the people more than five-fold what they have
now to pay for school purposes, but would leave the youth of minor religious per-
suasions, and a large portion of the poorer youth of the country, without any means of
education upon terms within the pecuniary resources of their parents, unless as
paupers, or at the expense of their religious faith.
3. But the establishment of denominational common schools for the purpose of
denominational religious instruction itself is inexpedient. The common schools are
not boarding, but day schools. The children attending them reside with their own
parents, and are within the charge of their own pastors; and therefore the oversight
and duties of the parents and pastors of children attending the common schools are not
in the least suspended or interfered with. The children attending such schools can be
with the teacher only from 9 o'clock in the morning until 4 o'clock in the afternoon of five
or six days in the week, while during his morning and night of each week-day and the
whole of Sunday, they are with their parents or pastors; and the mornings, and evenings,
and Sabbath of each week, are the very portions of time which convenience and usage
and ecclesiastical laws prescribe for religious studies and instruction — portions of
time during which pupils are not and cannot be with the teacher, but are and must
be under the oversight of their parents or pastors. And the constitution or order of
discipline of each religious persuasion enjoins upon its pastors and members to teach
the summary of religious faith and practice required to be taught to the children of
the members of each such persuasion. I might here adduce what is enjoined on this
subject by the Roman Catholic, and the several Protestant Churches; but as an example
of what is required, in some form or other, by the laws or rules of every religious
persuasion, I will quote the 59th canon of the Church of England, — which is as follows:
" Every Parson, Vicar, or Curate, upon every Sunday and Holy day, before Evening
Prayer, shall, for half an hour or more, examine and instruct the youth and ignorant
persons in his parish, in the Ten Commandments, the Articles of the Belief, and the
Lord's Prayer; and shall diligently hear, instruct, and teach them the Catechism set
forth in the Book of Common Prayer; and all fathers, mothers, masters, and mistresses,
shall cause their children, servants, and apprentices, which have not learned the
Catechism, to come to the Church at the time appointed, obediently to hear, and to be
ordered by the Minister, until they have learned the same. And if any Minister neglects
his duty herein, let him be sharply reproved upon the first complaint, and true notice
thereof given to the Bishop or Ordinary of the place. If, after submitting himself, he
shall willingly offend therein again, let him be suspended; if so the third time, there
being little hope that he will be therein reformed, then excommunicated, and so remain
until he will be reformed. And, likewise, if any of the said fathers, mothers, masters,
or mistresses, children, servants, or apprentices, shall neglect their duties, of the one
sort not causing them to come, and the other in refusing to learn, as aforesaid; let
them be suspended by their Ordinaries, (if the}' be not children,) and if they so persist
by the space of a month, then let them be excommunicated."
To require, therefore, the teacher in any common day school to teach the catechism
of any religious persuasion, is not only a work of supererogation, but a direct interfer-
ence with the disciplinary order of each religious persuasion; and instead of providing
by law for the extension of religious instruction and the promotion of Christian morality,
it is providing by law for the neglect of pastoral and parental duty, by transferring to
the common school teacher the duties which their church enjoins upon them, and thus
RELIGIOUS INSTRUCTION IN THE ONTARIO SCHOOLS, 1852. 61
sanctioning immoralities in pastors and parents, — which must, In a high degree, be
injurious to the interests of public morals no less than to the interests of children and
of the common schools. Instead of providing by law for denominational day schools
for the teaching of denominational catechisms in school, it would seem more suitable
to enforce by law the performance of the acknowledged disciplinary duties of pastors
and members of religious persuasions by not permitting their children to enter the
public schools until their parents and pastors had taught them the catechism of their
own church. The theory, therefore, of denominational day schools is as inexpedient
on religious grounds as it is on the grounds of economy and educational extension.
The demand to make the teacher do the canonical work of the clergymen is as impolitic
as it is selfish. Economy as well as patriotism requires that the schools established
for all should be open to all upon equal terms, and upon principles common to all —
leaving to each religious persuasion the performance of its own recognized and appro-
priate duties in the teaching of its own catechism to its own children. Surely it is not
the province of government to usurp the functions of the religious persuasions of
the country; but it should recognize their existence, and therefore not provide for
denominational teaching to the pupils in the day schools, any more than it should
provide such pupils with daily food and raiment or weekly preaching or places of
worship. As the state recognizes the existence of parents and the performance of
parental duties by not providing children with what should be provided by their parents
— namely, clothing and food — so should it recognize the existence of the religious
persuasions and the performance of their duties by not providing for the teaching in
the schools of that which each religious persuasion declares should be taught by its
own ministers and the parents of its children.
4. But, it may be asked, ought not religious instruction be given in day schools,
and ought not government require this in every school? I answer, what may or ought
to be done in regard to religious instruction, and what the government ought to require,
are two different things. Who doubts that public worship should be attended and family
duties performed? But does it therefore follow that government is to compel attend-
ance upon the one, or the performance of the other? If our government were a
despotism, and if there were no law or no liberty, civil or religious, tout the absolute
will of the Sovereign, then government would, of course, compel such religious and
other instruction as it pleased, — as is the case under despotisms in Europe. But ae
our government is a constitutional and a popular government, it is to compel no
farther in matters of religious instruction than it is itself the expression of the mind
of the country, and than it is authorized by law to do. Therefore, in the "General
Regulations on the constitution and government of schools respecting religious instruc-
tion," (quoted in a note on a preceding page) it is made the duty of every teacher to
inculcate those principles and duties of piety and virtue which form the basis of
morality and order in a state, while parents and school teachers and school managers
are left free to provide for and give such further religious instruction as they shall
desire and deem expedient. If with us, as in despotic countries, the people were nothing
politically or civilly but slaves and machines, commanded and moved by the will of one
man, and all the local school authorities were appointed by him, then the schools might
be the religious teachers of his will; but with us the people in each municipality share
as largely in the management of the schools as they do in making the school law itself.
They erect the school houses; they employ the teachers; they provide the greater
part of the means for the support of the schools; they are the parties immediately
concerned — the parents and pastors of the children taught in the schools. Who then
are to be the judges of the nature and extent of the religious instruction to be given
to the pupils in the schools, these parents and pastors, or the executive government,
counselled and administered by means of heads of departments, who are changed from
time to time at the pleasure of the popular mind, and who are not understood to be
invested with any religious authority over the children of their constituents?
62 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
5. Then, if the question be viewed as one of fact, instead of theory, what is the con-
clusion forced upon us? Are those countries in Europe in which denominational day
schools alone are established and permitted by government, the most enlightened, the
most virtuous, the most free, the most prosperous, of all the countries of Europe or
America? Nay, the very reverse is the fact. And it were not difficult to show that those
denominational schools in England which were endowed in former ages, have often been
the seats of oppressions, vices, and practices, that would not be tolerated in the most
imperfect of the common schools in Upper Canada. And when our common schools
were formerly, in regard to government control, chiefly under the management of one
denomination, were the teachers and schools more elevated in their religious and moral
character, than at the present time? Is not the reverse notoriously the case? And if
enquiry be made into the actual amount of religious instruction given in what are
professedly denominational schools, whether male or female, (and I have made the
enquiry,) it will be found to consist of prayers not more frequently than in the common
schools, and of reciting a portion of catechism each week — a thing which is done in
many of the common schools, although the ritual of each denomination requires cate-
chetical instruction to be given elsewhere and by other parties. So obviously un-
necessary on religious grounds are separate denominational schools, that two school-
houses which were built under the auspices of the Church of England for parish
schools of that church — the one at Cobourg, by the congregation of the Archdeacon
of York, and the other in connection with Trinity-Church, Toronto East — have, after fair
trial, been converted for the time being into common school houses, under the direction
of the Public Boards of School Trustees in Toronto and Cobourg.
6. I am persuaded that the religious interests of youth will be much more effectually
cared for and advanced, by insisting that each religious persuasion shall fulfil its
acknowledged rules and obligations for the instruction of its own youth, than by any
attempt to convert for that purpose the common day schools into denominational ones,
and thus legislate for the neglect of duty on the part of pastors and parents of the
different religious persuasions. The common day school and its teacher ought not to
be burthened with duties which belong to the pastor, the parent, and the church. The
education of the youth of the country consists not merely of what is taught in the day
school, but also what is taught at home by the parents and in the church by the pastor.
And if the religious part of the education of youth is, in any instance, neglected or
defective, the blame rests with the pastors and parents concerned, who, by such neglect,
have violated their own religious canons or rules, as well as the exprss commands of
the Holy Scriptures. In all such cases pastors and parents are the responsible, as well
as the guilty parties, and not the teacher of the common school, nor the common
school system.
7. But in respect to colleges and other high seminaries of learning, the case is
different. Such institutions cannot be established within an hour's walk of every man's
door. Youth, in order to attend them, must, as a general rule, leave their homes, and
be taken from the daily oversight and instructions of their parents and pastors. During
this period of their education, the duties of parental and pastoral care and instruction
must be suspended, or provision must be made for it in connection with such insti-
tutions. Youth attending colleges and collegiate seminaries are at an age when they
are most exposed to temptation — most need the best counsels in religion and morals —
are pursuing studies which most involve the principles of human action, and the duties
and relations of common life. At such a period and under such circumstances, youth
needs the exercise of all that is tender and vigilant in parental affection, and all that
is instructive and wise in pastoral oversight; yet they are far removed from both their
pastor and parent, — Hence what is supplied by the parent and pastor at home, ought, as
far as possible, to be provided in connection with each college abroad. And, therefore,
the same reason that condemns the establishment of public denominational day schools,
RELIGIOUS INSTRUCTION IN THE ONTARIO SCHOOLS, 1859. 63
justifies the establishment of denominational colleges, in connection with which the
duties of the parent and pastor can be best discharged.
Public aid is given to denominational colleges, not for denominational purposes,
(which is the special object of denominational day schools,) but for the advancement
of science and literature alone, because such colleges are the most economical, efficient,
and available agencies for teaching the higher branches of education in the country;
the aid being given, not to theological seminaries, nor for the support of theological
professors, but exclusively towards the support of teachers of science and literature.
Nor is such aid given to a denominational college until after a large outlay has been
made by its projectors in the procuring of premises, erecting or procuring and fur-
nishing buildings, and the employment of professors and teachers — evincive of the
intelligence, disposition and enterprise of a large section of the community to establish
and sustain such an institution.
It is not, however, my intention to discuss the question of recognizing and aiding
denominational colleges in a system of public instruction. My object in the foregoing
remarks is to show that the objections against the establishment of a system of
denominational day schools, do not form any objection to granting aid to denominational
colleges as institutions of science and literature, and open to all classes of youth who
may be desirous of attending them.
The more carefully the question of religious instruction in connection with our
system of common schools is examined, the more clearly, I think, it will appear that
it has been left where it properly belongs — with the local school municipalities, parents
and managers of schools — the government protecting the right of each parent and
child, but beyond this and beyond the principles and duties of moralities common to all
classes, neither compelling nor prohibiting — recognizing the duties of pastors and
parents, as well as of school trustees and teachers, and considering the united labors
of all as constituting the system of education for the youth of the country.
EDUCATION OFFICE, Toronto, 27th September, 1852. EGEKTON RYEBSON.
THE CONSTITUTION AND GOVERNMENT OF THE COMMON
SCHOOLS, IN RESPECT TO RELIGIOUS INSTRUCTION,
AS REVISED IN 1859.
The following Revised Regulations in regard to Religious Instruction in the
Public Schools of Ontario were drafted by the Reverend Doctor Ryerson, Chief
Superintendent of Education, and were adopted by the Council of Public Instruc-
tion. Before drafting them, Doctor Ryerson consulted prominent public Men and
Educationists on the subject, including Bishop Strachan, Bishop Power, and the
Reverend Henry A. Grasett, Rector of Saint James' Cathedral. He and Bishop
Power were Members of the Council of Public Instruction at the time when these
Regulations were sanctioned by the Council. They are mainly in spirit, although
not in detail, the same as those adopted by the Irish National Board :
1. Christianity being the basis of our whole System of Elementary Education, that
principle pervades it throughout. Where it cannot be carried out in mixed Schools,
to the satisfaction of both Roman Catholics and Protestants, the School Law, since
1841, has provided for the establishment of Separate Schools. And the present Common
School Act of 1846, securing individual liberty, as well as recognizing Christianity,
provides: —
" That, in any Model or Common School, established under this Act, no child shall
be required to read or study in, or from, any Religious Book, or to join in any exercise
rf devotion or Religion, which shall be objected to by his or her parents or guardians."
(Section xxxi.)
64 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
With this limitation, the peculiar Religious Exercises of each School must be a
matter of understanding between the Teacher and his Employers. This must be the
case in regard both to Separate and Mixed Schools.
2. In case of Schools which are composed of both Roman Catholic and Protestant
children, the Commissioners of National Education in Ireland have made the follow-
ing Regulations which are worthy of imitation wherever desired and practicable in
Canada.*
"One day in each week, or -part of a day, (independently of Sunday,) is to be set
apart for the Religious Instruction of the children, on which day, such Pastors, or
other Persons, as are approved of by the Parents and Guardians of the children, shall
have access to them for that purpose." " The Managers of Schools are also
expected to afford convenient opportunity and facility for the same purpose on other
days of the week. But, where any course of Religious Instruction is pursued in a
School, during School Hours, to which the Parents of any of the children attending it
object, the Managers are to make an arrangement for having it given to those who
are to receive it a stated time, or times, and in a separate place; so that no children,
whose Parents, or Guardians, object to their being so, shall be present at it."
The Commissioners of National Education in Ireland also observe in their Second
Report, that —
"In the National .Schools of Ireland the importance of Religion is constantly im-
pressed upon the minds of the children through the works calculated to promote good
principles, and fill the heart with love for Religion, but which are so compiled as not
to clash with the doctrines of any particular class of Christians. The children are
thus prepared for those more strict Religious Exercises, which it is the peculiar pro-
vince of the Minister of Religion to superintend, or direct, and for which stated times
are set apart in each School, so that each class of Christians may thus receive, separ-
ately, such Religious Instruction, and from such persons as their parents, or pastors,
may approve, or appoint."
The Commissioners of the National Schools of Ireland further explain the right
of local Trustees, or Patrons, on this point: —
" The Patrons of the several Schools have a right of appointing such Religious
Instruction as they may think proper to be given therein: provided that each School
shall be open to all Religious Communions; that due regard be had to parental right
and authority; that, accordingly, no child be compelled to receive any Religious In-
struction, to which his, or her, Parents, or Guardians, may object: and that the time
for giving it be fixed, so that no child shall, in effect, be excluded directly, or indirectly,
from the other advantages which the School affords. Subject to this, Religious In-
struction may be given either during the fixed School hours, or otherwise."
3. The foregoing quotations from the Irish Commissioners' Reports are made, be-
cause their system may be considered as the basis of the Canadian System; — their
Books having been adopted, and their methods of instruction having also been intro-
duced in the Provincial Normal School. That system is Christian, but not sectarian;
secures individual right and denominational privileges, and is founded upon revealed
truth.
The following are the further Kegulations of the Irish National Board on this
subject : —
The reading of the Scriptures, either in the Authorized or Douay, Version, — the
teaching of the Catechism, — Public Prayer, — and all other Religious Exercises, come
within the Rules of the Board as to Religious Instruction.
The Patrons and Managers of all National Schools have the right to permit the
Holy Scriptures, (either in the Authorized, or Douay, Version) to be read, at the
time, or times, set apart for Religious Instruction; and in all Vested Schools the
* They were later made part of our School System by Official Regulation.
RELIGIOUS INSTRUCTION IN THE SCHOOLS OF ONTARIO. 65
Parents, or Guardians of the children have the right to require the Patrons and
Managers to afford opportunities for the reading of the Holy Scriptures, in the School
Room, under proper Persons approved of by the Parents, or Guardians, for that purpose.
Religious Instruction, Prayer, or other Religious Exercises, may take place, at any
time, before and after the ordinary School business (during which all children, of
whatever denomination they may be, are required to attend;) but must not take place
more than once, at an intermediate time, between the commencement and the close of
the ordinary School hours of business.
Patrons, Managers, and Teachers, are not required to exclude any children from
any Religious Instruction given in the School; hut all children are to have full power
to absent themselves, or to withdraw, from it. If any Parents, or Guardians, object
to the Religious Instruction given in a National School, it devolves upon them to adopt
measures to prevent their children from being present thereat.
If any other Books than the Holy Scriptures, or the standard Books of the Church
to which the children using them belong, be employed in communicating Religious
Instruction, the title of each is to be made known to the Commissioners whenever they
deem it necessary.
NOTE. — The Commissioners earnestly recommend that Religious Instruction shall
take place either immediately before the commencement, or immediately after the close,
of the ordinary School business; and they further recommend that, whenever the
Patron, or Manager, thinks fit to have Religious Instruction at an intermediate time,
a separate apartment shall (when practicable) be provided for the reception of those
children whose Parents or Guardians may disapprove of their being present thereat.
The General Lesson, hung up in every School of the Irish National Board, and
carefully inculcated upon the pupils, is recommended for universal adoption in Upper
Canada, and is as follows: —
THE GENERAL LESSON (ON RELIGIOUS INSTRUCTION) OF THE IRISH NATIONAL BOARD.
1. Christians should endeavour, as the apostle Paul commands them, " to live
peaceably with all men" (Romans xii, 18), even with those of a different Religious
Persuasion.
2. Our Saviour Christ, commanded His disciples to " Love one another." He taught
them to love even their enemies, to bless those that cursed them, and pray for those
who persecuted them. He himself prayed for His murderers.
3. Many men hold erroneous doctrines; but we ought not to hate, or persecute,
them. We ought to seek for the truth and hold fast what we are convinced is the
truth; but not to treat harshly those who are in error. Our Saviour Jesus Christ
did not intend His Religion to be forced on men by violent means. He would not
allow His disiciples to fight for Him.
4. If any persons treat us unkindly, we must not do the same to them; for our
Lord Jesus Christ and His apostles have taught us "not to return evil for evil." If
we would obey our Saviour Christ, we must do to others, not as they do to us, but as
we would wish them to do to us.
5. Quarrelling with our neighbours, and abusing thorn, is not the way to convince
them that we are in the right, and they in the wrong. It is more likely to convince
them that we have not a Christian spirit.
6. We ought to show ourselves followers of our Saviour Christ, who, " when He was
reviled, reviled not again," (1 Peter ii, 23) by behaving gently and kindly to everyone.
The following are the Eegulations in the English Education Code in regard
to Eeligious Instruction in the Schools: —
The New English Code follows the Old Code as regards Religious Instruction.
Section 76 of the Elementary Education Act, 1870, allows Managers to "fix a day or
5
66 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
days, not exceeding two in any one year," for School Inspection and Examination, " as
well in respect of Religious as of other subjects." The chief limitation upon our
Schools respecting Religious Instruction is the " Conscience Clause " of the Act, 1870,
embodied in Article 4 of the New Code.
The Inspector may approve of any Time-table which, while conforming to Section
Seven of the Elementary Education Act, 1870, in respect of the time or times appointed
for Religious Observances, or Instruction, also sets apart for the instruction in secular
subjects of each class, or division, of the School, at least the amount of time prescribed
by Article 23 of the Code.
Provided that at each meeting of a School, instruction in secular subjects be con-
tinuously given for the prescribed time, and that in a Class Room attached to the
School a Time-table may be approved which provides for Religious Instruction, in
accordance with the provisions of Section Seven. . . .
The pith of the subject is given in the " Instructions to Inspectors " in regard to
the " Conscience Clause." — If any cases are brought before you, or come to your know-
ledge, of an infraction of the Seventh Section of the Act of 1870, i.e., the Time-table
Conscience Clause . . . you will take special care to point out to School Managers and
Teachers the importance of the strictest adherence, in letter and spirit, to the pro-
visions of that Conscience Clause, and to remind them, where necessary, of the total
forfeiture of grant which their Lordships would at once inflict, should those provisions
be persistently evaded or neglected But you will remember that you have no
right to interfere in any way with the liberty allowed by statute to Managers of pro-
viding for Religious Teaching and Observances at the beginning and end of the two
daily school meetings. In your allusions to this subject and to the Conscience Clause,
you will be most careful not to create the impression that the State is indifferent to
the moral character of the schools, or in any way unfriendly to Religious Teaching.
OFFICIAL CIECULAK FKOM THE CHIEF SUPERINTENDENT OF
EDUCATION TO THE VARIOUS RELIGIOUS BODIES IN
REGARD TO RELIGIOUS INSTRUCTION IN THE
PUBLIC SCHOOLS OF UPPER CANADA.
I have the honour to transmit herewith a copy of the Regulations which the
Council of Public Instruction have adopted according to law, in reference to
Religious Instruction in the Common Schools of Upper Canada; and I respect-
fully request that you will have the kindness to lay these Regulations, as well as
this Letter, before the [Synod, Union, or Conference, etcetera,] for their con-
sideration, and the expression of their views, as to whether the said Regulations
are satisfactory, or whether, in their opinion, any further (and if so, what further)
provisions can, in their judgment, be made for Religious Exercises and Instruction
in Schools consisting of children of different Religious persuasions.
I desire to be informed of the result of the deliberations of your Church, as
also of your own views on the important question of Religious Exercises and In-
struction in the Public Schools of the Country, composed, as they are, of pupils
of various Religious persuasions, — a question which has engaged my anxious in-
quiries and consideration for many years.
I have recently caused to be forwarded to each of the various Clergy in Upper
Canada, as far as I could ascertain their addresses, a copy of my last Annual Report,
containing an account, from official documents, of the National School System in
Ireland and England, in order that the Ministers, as well as the Municipal and
CIRCULAR TO CHURCHES ON RELIGIOUS INSTRUCTION IN THE SCHOOLS. 67
School Representatives of the people, may be able to judge of the merits of our
own School System. In Ireland, every possible effort has been made to ascertain
to what extent, and in what form, Eeligious can be combined with secular instruc-
tion in mixed Schools. The results of the varied and long tried experiments are
given in the documents referred to, and seem fully to justify the course which has
been adopted in Upper Canada on this subject.
Nevertheless, if anything more can be done for the improvement of our
School System in this, or indeed in any other respect, I shall be happy to do what
I can to accomplish it; and for this purpose I desire to avail myself of the results
of your own reflection and observation, as well as of those associated with you in
promoting the interests of 'Eeligion through the agency of your Church.
I think it proper, at the same time, to state summarily the principles on which
our Public School System is founded, and which I have employed my best endea-
vours to guard and carry into effect. The following principles lie at the founda-
tion of our School System: —
1. The right of each Municipality to arrange its School Sections, or divisions,
in its own discretion.
2. The right of School-ratepayers in each division to select, through their
elected Representatives, their own Teacher, and to establish and support their
School in such manner as they shall judge best, simply restricting the amount of
Rate-bills on pupils so as not to be oppressive to the poorer parents.
4. The equal protection of the rights of Protestants and Roman Catholics in
the Schools, against compulsion on the part of the Government as also from any
other quarter. In a Letter addressed by me, in July, 1849, to the first Law Officer
of the Crown in Upper Canada, this principle was stated in the following words:
"I have not assumed it to be the duty, or even constitutional right, of the
Government to compel anything in respect to Religious Books, or Religious In-
struction., but to recommend the Local Trustees to do so, and to provide powers
and facilities to enable them to do so within the wise restriction imposed by law.
I have also respected the rights and scruples of the Roman Catholic as well as
those of the Protestant; and while I would do nothing to infringe the rights and
feelings of Roman Catholics, I cannot be a party to depriving Protestants of the
Text-book of their faith — the choicest patrimony bequeathed to them by their fore-
fathers, and the noblest birthright of their children."
5. The inviolable right of each parent in regard to the Religious Instruction
of his children.
6. The right of each Clergyman, or Minister, to visit each School within his
own charge, or prescribed field of labour. The Thirty-third Section of the School
Act of 1850 specifies the rights and duties of the Clergy as School Visitors, and
provides for the formation of associations among them for promoting education
and knowledge.
7. The right of each Clergyman, or Minister, or his Representative, to the
use of each School-house within his charge, during one hour each week, from four
to five o'clock in the afternoon, for the special Religious Instruction of children of
his own persuasion attending the School.
I have attached the greatest importance to securing the confidence and co-
operation of the Ministers and Members of several Religious persuasions of the
68 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
country in support of the System of Public Instruction. In the Letter above
quoted, addressed by me to the first Law Officer of the Crown for Upper Canada
(the late Honourable Eobert Baldwin), dated 14th July, 1849, it was remarked: —
" Be assured that no system of popular education will flourish in a country which
does violence to the Eeligious sentiments and feelings of the Churches of that
country. Be assured, that every system will droop and wither which does not take
root in the Christian and patriotic sympathies of the people, — which does not com-
mand the respect and confidence of the several Eeligious persuasions, both Min-
isters and Laity, — for these in fact make up the aggregate of the Christianity of a
country. I think there is too little Christianity in our Schools, instead of too
much ; and that the united efforts of all Christian men should be to introduce more,
instead of excluding what little there is."
But while our Public Schools should be invested with the highest Christian
character possible, the accomplishment of this object depends much less upon Gen-
eral Eegulations than on the exercise of the powers with which the law expressly
invests the County Boards of Public Instruction and the local managers of the
Schools, to whom alone appertain the licensing and selection of Teachers and thp
oversight of each School. I am also aware that the Eeligious Instruction by the
Teacher of a mixed School, even supposing him to be ever so well qualified, must
be determined by what is held in common by the Eeligious persuasions of the
Parents supporting the School, — chiefly the Ten Commandments and our Saviour's
summary of them, — embracing indeed the whole duty of man; but that the teach-
ing of the Catechism of any Eeligious persuasion (if taught at all) must be a
matter of private arrangement between the Parents of each child and the Teacher,
and cannot be a part of the official teaching in a School supported by public grants
and taxes for all classes of citizens in common, but not for any Eeligious persuasion
in particular.
In addition, therefore, to the general spirit and character of our School System,
it assumes that the special Eeligious_ training and nurture of children, — tha*
which, under the Divine blessing, prepares them for the Church of God on earth
and in Heaven, — appertains, not to the Government, or the Day School Teacher
partly supported by Government, and partly by public taxes, but to the Parents
and Pastors of the children in their domestic and Church relations. This accords
with the inherent rights of Parents and Pastors; with the teachings of the Holy
Scriptures and of the Canons, or Formularies of the several Eeligious persuasions ;
with the appropriate functions of a mixed Day School; with the best interests of
youth and of Eeligion throughout the country.
With these remarks I beg to refer you again to the appended Eegulations;
and should there be no meeting of the Authorities of your Church between this and
the 1st of next January, may I request that you will have the goodness to com-
municate to me, as early as convenient, your own views on the important subject
herein submitted, and what you believe to be the views of the members of your
Church in Upper Canada.
EGERTON EYERSON,
Chief Superintendent of Education for U.C.
TORONTO, 31st May, 1859.
THE CHURCHES ON RELIGIOUS INSTRUCTION IN THE SCHOOLS. 69
PROCEEDINGS OF THE CHURCHES IN REGARD TO RELIGIOUS
INSTRUCTION IN THE PUBLIC SCHOOLS.
1. THE (FREE) PRESBYTERIAN CHURCH OF CANADA.
The following Communication was addressed to the Chief Superintendent of
Education on the subject : —
I duly received your Circular of the 31st of May, in reference to Religious In-
struction in the Common Schools of Upper Canada, and laid the same before the
Synod of the Presbyterian Church of Canada recently convened in this City. I now
beg to transmit an Extract Minute of the proceedings of the Synod, containing the
result of the deliberations of the Synod on the subject, to which the Circular relates.
GEORGE PAXTON YOUNG,
Moderator of the Synod of the Presbyterian Church of Canada.
TORONTO, July 1st, 1859.
The Synod took up a Communication, addressed to the Moderator by the
Reverend Doctor Ryerson, €hief Superintendent of Education for Canada West
The Communication was read, and it was referred to a Committee. . . .
The Committee appointed to consider the Communication from the Reverend
Doctor Ryerson, Chief Superintendent of Education in Canada West, presented
a Report. The Synod sustained the same and adopted the following Minute,
videlicet : —
The Synod having had under consideration a Letter from the Reverend Doctor
Ryerson, Superintendent of Public Education, Canada West, on the subject of Chris-
tian instruction in Common Schools, regard such Communication as partaking of
the nature of a private Document, and, therefore, not calling for special consideration
at their hands. The Synod would, however, refer to their previous action on the
subject of Separate Schools, in June, 1856, in which they express strong views ad-
verse to the continuance of such Schools instituted for Sectarian ends. In regard
to other aspects of this Question, the Synod appoint a Committee to watch over any
Legislation that may be proposed during the next Session of the Legislature in regard
to Education, seeing that it be based on Scriptural Principles. Such Committee to
consist of the Reverends Doctor Topp, William Gregg, W. B. Clark, Robert Ure, Doctor
Willis: — and Messieurs McMurrich, McAuley, Lutz and Hossack, Elders, The Reverend
Doctor Topp, Convener.
TORONTO, July 1st, 1859. WILLIAM REID, Synod Clerk.
THE CONGREGATIONAL UNION OF CANADA.
The Committee appointed in reference to the Circular of the Reverend Doctor
Ryerson, stated that they were not prepared with a Report, but recommended that
the Union resolve itself into a Committee of the whole to take the subject into
consideration. The recommendation was adopted, and the Union accordingly
went into Committee, Reverend F. H. Marling in the Chair. It was ultimately
resolved that the Chairman appoint a Committee to consider the subject brought
before the Union in the Circular, and present a Report at the next Annual Meet-
ing. The Resolution was adopted. The Chairman nominated as the Committee
the Reverends Messieurs E. Ebbs, J. Wood, D. McAllum, William Hay, and Mr.
Charles Whitton
70 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARio.
The dommittee to whom was submitted the Circular of the Chief Superin-
tendent of Education, submitted their Report, and the following Resolution : —
That the Conference earnestly recommend the Ministers of this Body to avail
themselves of the facilities afforded by the Regulations of the Council of Public In-
struction, and to visit the Public Schools as frequently as possible at the times pre-
scribed for the purpose of communicating Religious Instruction.
THE CHURCH OF ENGLAND. — DIOCESE OF HURON.
The Reverend Mr. Smythe moved, seconded by Judge Cooper, the following : —
That this Synod fully recognize the principle that Religious Instruction ought
to be included in every System of Education; but, inasmuch as there seems to exist
considerable doubt as to what is the true construction of the Common School Law
in regard to the establishment of Separate Schools in Cities and Towns; and, inasmuch
as measures have been resorted to by the Synod of the Diocese of Toronto for legally
testing this point, the further consideration of the question be deferred until the next
Meeting of the Synod. Carried.
THE CHURCH OF ENGLAND. — DIOCESE OF TORONTO.
Bishop Bethune, in his Charge to the Synod of the Church of England in 1872,
speaking of the increasing spread of evil, and of the duty of the Church, under her
Divine Master, to cope with, it, remarked:
... It is but right to enquire to what all this enormity of wickedness is trace-
able, that we may come if possible to the remedy. That is largely to be ascribed,
as all must be persuaded, to the neglect of religious instruction in early life; to the
contentment of Peoples and Governments to afford a shallow secular education, with-
out the learning of Religious truth, or the moral obligations that it teaches. The child
taught and trained for this world's vocations only, without a deep inculcation of the
love and fear of God, and the penalty hereafter of an irreligious and wicked life, will
have but one leading idea — self-aggrandizement and self-indulgence, and will be
checked by no restraint of conscience in the way and means of securing them. . . .
I have no disposition to reprobate this defect in the System of Education, pre-
vailing with the authority and support of Government among ourselves. I know the
difficulty, the almost impossibility, of securing the temporal boon with the addition
of the spiritual; how hard it must prove in a divided religious community to intro-
duce among the secular lessons which are meant for usefulness and advancement
In this world, that lofty and holy teaching which trains the soul for heaven.
The irreverent and fierce assaults recently made upon a praiseworthy effort of
the Chief Superintendent of Education in this Province to introduce a special work
on " Christian Morals," designed for moral and Religious instruction amongst our
Common School Pupils, testify too plainly the difficulty of supplying that want.
I have confidence in the good intentions and righteous efforts of that venerable
Gertleman to do what he can for the amelioration of the evils which the absence of
syfai -Hiuatic Religious teaching of the young must induce; so that we may have a hope
that, from his tried zeal and unquestionable ability, a way may be devised by which
such essential instruction shall be imparted, and the terrible evils we deplore to some
extent corrected.
THE CHURCHES ON BELIGIOUS INSTRUCTION IN THE SCHOOLS. 71
In response to this portion of his Address, the Reverend Doctor Ryerson ad-
dressed the following Note to the Bishop:
I feel it my bounden, and at the same time most pleasurable, duty, to thank
you with all my heart for your more than kind reference to myself in your official
Charge at the opening of the recent Synod of the Diocese of Toronto; and especially
do I feel grateful and gratified for your formal and hearty recognition of the Chris-
tian character of our Public School System, and of the efforts which have been made
to render that character a practical reality, and not a mere dead and heartless form.
It has been peculiarly gratifying to me to learn that your lordship's allusions
to myself and the school system were very generally and cordially cheered by the
members of the Synod.
My own humble efforts to invest our School System with a Christian character
and spirit have been seconded from the beginning by the cordial and unanimous co-
operation of the Council of Public Instruction; and without that co-operation my own
individual efforts would have availed but little.
Since the settlement of the common relationship of all religious persuasions to
the State, there is a common patriotic ground for the exertions of all, without the
slightest reasonable pretext for political jealousy or hostility on the part of any. On
such ground of comprehensiveness, and avowed Christian principles, I have en-
deavoured to construct our Public School System; such, and such only, has been my
aim in the teachings of my little book on Christian Morals; and such only was the
aim and spirit of the Council of Public Instruction in the recommendation of it, — a
recommendation to which the Council inflexibly adheres, and which it has cordially
and decidedly vindicated.
TORONTO, July 13, 1872. EGEBTON RYEBSON.
To this Note Bishop Bethune replies as follows:
I have to thank you for your Letter of the 1st instant, received last evening, and
to express my gratification that I had the opportunity to bear my humble testimony
to your zealous and righteous • efforts to promote the sound education of the youth
of this Province.
I believe that, in the endeavours to give this a moral and Religious direction, you
have done all that, in the circumstances of the Country, it was in your power to
accomplish. I was glad, too, to give utterance to my protest against the shameless
endeavours to hold up to public scorn the valuable little work on Christian Morals,
by which you desired to give a moral and religious tone to the instruction communi-
cated in our Common Schools. If more can be done in this direction, I feel assured
you would assume any reasonable amount of responsibility in the endeavour to effect it.
Wishing you many years of health and usefulness. . . .
TORONTO, July 3rd, 1872. A. N. TORONTO.
It may be interesting to note that Bishop Bethune's Predecessor, Bishop
Strachan, entertained similar views in regard to Doctor Ryerson's efforts to impart
a Religious character to the teaching in the Common Schools of the Provinces. In
his Charge to the Church of England Synod in 1856, he said :
One new feature, which I consider of great value, and for which I believe we are
altogether indebted to the able Chief Superintendent, deserves special notice: it is the
introduction of daily Prayers. We find that 454 [3,246 in 1870] Schools open and
close with Prayer. This is an important step in the right direction, and only requires
a reasonable extension to render the School System in its interior, as it is already in
its exterior, nearly complete. But until it receives this necessary extension, the
whole System, in a Religious and spiritual view, may be considered almost entirely
dead.
72 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
COMPREHENSIVE SUMMARY OF THE PROVISION FOR RELIGIOUS
INSTRUCTION IN THE SCHOOLS OF ONTARIO.
NOTE. — Owing to the character of the unfair criticism of Bishop Strachan on
the provisions for Religious Instruction in the Schools of Ontario contained in
his charge, (on page 73,) I insert a comprehensive summary of what those pro-
visions are, as sketched by the Reverend Doctor Ryerson, Chief Superintendent of
Education : —
GENERAL REGULATIONS PROVIDING FOR RELIGIOUS INSTRUCTION IN THE
SCHOOLS OF UPPER CANADA.
Adopted by the Council of Public Instruction on the 3rd of October, 1850, and amended
in 1855.
As Christianity is the basis of our whole System of Elementary Education, that
principle should pervade it throughout. *The Fourteenth Section of the Common School
A.ct of 1850, securing individual rights, as well as recognizing Christianity, provides:
" That in any Model or Common School established under this Act, no child shall
be required to read, or study, in any Religious Book, or to join in any exercise of devotion
or Religion which shall be objected to by his, or her, Parents or Guardians: Provided
always, that within this limitation, pupils shall be allowed to receive such Religious
Instruction as their Parents, or Guardians, shall desire, according to the general
Regulations which shall be provided according to law."
In the Section of the Act thus quoted, the principle of Religious Instruction in the
Schools is recognized, the restrictions within which it is to be given are stated, and the
exclusive right of each Parent and Guardian on the subject is secured.
The Common School being a Day, and not a boarding, School, rules arising from
domestic relations and duties are not required, and as the Pupils are under the care
of their Parents and Guardians on Sabbaths, no Regulations are called for in respect
*o their attendance at Public Worship.
OPENING AND CLOSING EXERCISES OF EACH DAY.
The following Regulations in regard to the Opening and Closing Exercises of the
Day were adopted by the Council on the 13th February, 1855, and apply to all the
Schools of Upper Canada:
With a view to secure the Divine Blessing, and impress upon the Pupils the import-
ance of Religious duties, and their entire dependence on their Maker, the Council of
Public Instruction recommends that the Daily Exercises of each Common School be
opened and closed by reading a portion of Scripture and by Prayer. The Lord's Prayer
alone, or Forms of Prayer provided, may be used, or any other Prayer preferred by the
Trustees and Master of each School. But the Lord's Prayer should form a part of the
Opening Exercises; and the Ten Commandments be taught to all the pupils, and be
repeated at least once a week. But no pupil shall be compelled to be present at these
exercises against the wish of his Parent, or Guardian, expressed in writing to the Master
of the School.
NOTE. — In his Charge to the Church of England Synod of the Diocese of
Toronto, delivered in June, 1856, Bishop Straehan said: —
The process of instruction [in the Schools] is almost entirely secular . . . and
Christianity is left to be dealt with by every one according to his pleasure. . . .
Religious subjects are not allowed to interfere with any of its arrangements; nor is the
BISHOP STRACHAN ON THE WANT OF RELIGIOUS SCHOOL INSTRUCTION. 73
necessity of adopting any distinct Religious teaching admitted I am fully
convinced that the whole system of Education is rotten to the core, and that its tendency
is to produce general unbelief.
The following is a copy of the Bishop's Charge: —
1. The System of Education established in Upper Canada seems, at first sight, to
have something very favourable in its general aspect. It proceeds upon the principle,
that the great, and indeed the first, object of education is to give men and women such
instruction as shall serve the purpose of their temporal advancement in the present
life, and shall enable them to pursue with efficiency any calling to which they may
turn their attention. And so far as it furnishes the tools and instruments best adapted
for the advancement of the scholars in the arena of social competition, it promises a
fair measure of success. Religious subjects are not allowed to interfere with any of
its arrangements, nor is the necessity of adopting any distinct Religious teaching
admitted. On the contrary, to avoid all such difficulties, the Gordian Knot is cut, and
the process of instruction is almost entirely secular, and confined to that description
of knowledge, of the practical utility of which there can be no doubt; and Christianity
and its Doctrines are left to be dealt with by every one according to his pleasure.
2. This I 'believe to be a fair representation of the teaching of Common Schools
in Upper Canada. The System has assumed great dimensions, and no labour, or expense,
is spared to promote its efficiency.
3. On referring to the Report of the Chief Superintendent of Education for 1854,
I find the number of Common Schools to be 3,244, being an increase of 243 upon 1851.
The Schools in which the Holy 'Scriptures are, to any extent, used may be taken at
two-thirds of the whole number, as there appears only a trifling difference since 1851, —
showing that of the 3,244 Common Schools in Upper Canada in 1854, in two-thirds,
(2,163,) the Bible was read and in one-third, (1,081), it was not read.
4. One new feature, which I consider of great value, and for which I believe we
are altogether indebted to the able Chief Superintendent, deserves special notice; it is
the introduction of Daily Prayers. We find that 454 Schools, or about one-seventh
of the whole dumber, open and close with Prayer. This is an important step in the
right direction, and only requires a reasonable extension to render the School System in
its interior, as it is already in its exterior, nearly complete. 'But until it receives this
necessary extension, the whole System, in a religious and spiritual view, may be con-
sidered almost entirely dead.
5. I do not say that this is the opinion of the Reverend Doctor Ryerson, who, no
doubt, believes his School System very nearly perfect; and so far as he is concerned, I
am one of those who appreciate very highly his exertions, his unwearied assiduity, and
his administrative capacity. I am also most willing to admit that he has carried out
the meagre provisions of the several enactments that have any leaning to Religion, as
far as seems consistent with a just interpretation of the School iLaw. (But with all
this, I am fully convinced that the whole System of Education over which he presides
is rotten to the core, and that its tendency it to produce general unbelief. For surely
the cold and scanty recognition of the Gospel which we have noticed, and the partial
reading of the Scriptures in a portion of the Schools, merely by sufferance, and the
permitting of Prayer at the opening and closing of one-seventh only of these Schools,
will be found quite insufficient to prevent this unhappy result. Much more is re-
quired to cherish and bring forth the fruits' of true Religion. How so many able and
good men continue so long to support such a System, may not be easily accounted for.
But, it may, in a great measure, arise from hearing assertions constantly made that its
"Basis is Christianity," — an assertion, which a thorough and earnest examination
would prove to foe utterly fallacious. In the meantime, I conscientiously feel that
such men, however good their intentions, are labouring under an unhappy delusion,
which nothing short of a thorough knowledge of the Scriptures can remove.
74 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
6. If the children are confined to Arithmetic, Geography, Algebra, etcetera, while
Religion, as a matter of instruction, is never introduced, it is absurd to affirm that,
under such arrangements you are giving them " education ". Education requires much
more; It is to give your Pupils a moral training favourable to the good order of society,
to the performance of their duties to God and man, and to become useful to them here
and hereafter.
7. Now this cannot be done separate and apart from the Christian Religion. At
page 14 of the Common Schools' Report for 1854, we have the sum of the Religious
Instruction ever given in these local Seminaries: —
"In each School the Teacher should exert his best endeavours, both by example
and precept, to impress upon the minds of all children and youth committed to his care
and instruction the principles of Piety, Justice, and a sacred regard to Truth; love to
their Country, Humanity, and universal Benevolence; Sobriety, Industry, Frugality,
Chastity, Moderation, Temperance, and those other virtues which are the ornament of
society, and on which a free constitution of government is founded, etcetera."
8. Now, it so happens that these very same words (which the Council of Public
Instruction for Upper Canada quotes from an avowed Unitarian source*) are literally
copied by Lord John Russell in his speech before Parliament on the 6th of March last,
when introducing his Resolution on Education, and what comment does his Lordship
make upon them?
" It is obvious," says he, " that so far as these words are concerned, they might have
been enacted by the Senate of Rome before the introduction of Christianity, for there
is nothing in the words which bear the mark of any distinct Christian character."
9. After admitting that many eminent men were in favour of the " Secular
System," and w;ho think that to attend the Public School during the week, and after-
wards receiving, on the Lord's Day, distinct Religious Instruction either at Sunday
School, or at home, children may be brought up good Christians, his Lordship adds, that
those favourable reports are nevertheless called in question; and, while offering no
opinion of his own, he says, with regard to our own Country, there are great authorities
against it, and there is a strong public sentiment which would not approve the enact-
ment of such a system. He quotes two authorities only, that he might not be tedious — the
Reverend Doctor Thomas Arnold and the Reverend Mr. Cook. Doctor Arnold says: —
"The moment you touch on what alone is education — videlicet, the forming of the
moral principles and habits of men, — neutrality is impossible. It would be very possible
if Christianity consisted really in a set of theoretical truths, as many seem to fancy;
but it is not possible, inasmuch as it claims to be the paramount arbiter of all our
moral judgments, and he who judges of good and evil, right and wrong, without refer-
ence to its authority, virtually denies it."
10. This opinion of Doctor Arnold is confirmed by the Reverend Mr. Cook, a
Gentleman of great experience and intelligence. He says: —
"I have confined my observations hitherto to the secular aspect of school studies,
because objections are generally made by persons who believe that the time of children
in our National Schools is absorbed by the Church Catechism and unintelligent read-
ing of the Old and New Testaments. But I do feel bold once more to record an opinion,
deliberately formed, and confirmed by a long and minute acquaintance with the working
of elementary schools, that, the one great influence which has elevated and developed
the intelligence of those children — which has given clearness and accuracy to their per-
ceptions,— which has moulded their judgments, exercised their reason and expanded
their imagination, — has been the careful, daily and uninterrupted study of the Word
of God. The Religious Instruction of our best Schools is of an excellence which has
never been rivalled In any System of National Education, and which can be appre-
* The Bishop is here mistaken in ascribing the Regulations quoted to a " Unitarian Source."
They were part of the Regulations of the Irish Board of National Education— on which, It la
true, a Unitarian Member from the North of Ireland had a seat at the time of their adoption.
BISHOP STRACHAN ON THE WANT OF RELIGIOUS SCHOOL INSTRUCTION. 75
elated only by those who have had opportunities, both of constantly examining the
children under instruction, and of watching the effects of that teaching upon their
conduct in after life.
" I know many young men and women who are now doing their duty heartily and
faithfully in their appointed sphere of action, who gratefully attribute the measure
of success which has rewarded their exertions to the impressions, instructions and
habits, acquired in our National Schools."
11. Lord John Russell then asks, whether will you have Schools confined to those
secular objects, to which I have adverted, or whether will you introduce into them
moral instruction; and concludes with rejecting Secular Schools, because every body
requires more than they can give, and the introducing of the Holy Scriptures. Now, I
firmly believe, notwithstanding the apparent acquiescence in the System of Schools
established in this Province, that the general feeling here is the same as in England,
and that most parents consider any plan of education imperfect which does not instruct
theip- children in their duty, both to God and man, on a Christian foundation.
12. Fortunately, this System, vicious as it is at present, may be very easily
amended, and, without losing a particle of its value, may be made to supply with efficiency
all that is wanting.
1st. Let Separate Schools be admitted in all Villages, Towns and Cities, when re-
quired, and let the same privilege be extended to the Country, whenever the population
warrants their introduction.
2nd. Till this Regulation takes effect, let it be provided that all Public Schools
whatever be opened and closed with Prayer, and that a portion of the Holy Bible be
daily read; and farther, that the Lord's Prayer, the Apostle's Creed, and the Ten
Commandments, be regularly taught in every such School; provided, nevertheless, that
no child be compelled to receive Religious Instruction, or attend any Religious Wor-
ship, to which his, or her, parents shall, on conscientious grounds, object.
13. These simple provisions would interfere with nothing of importance that exists
in the present School System, nor in any way disturb its elaborate machinery, which
would apply, as well as it does now, to every exigency that might occur. All the dif-
ferent Religious Denominations which desired it would have their Separate Schools,
and could arrange, according to their particular views, the Religious Instruction of
their children. Hence all the heartburnings that at present exist would be removed.
Nine-tenths of the Protestants, and all of the Roman Catholic population, would be
satisfied; and throughout the Country, where the thinness of the Settlers prevented
the establishment of Separate Schools, the inhabitants would rest content under the
second provision, until they were able to support them.
Although the remainder of the Address does not deal specifically with our
Public School System, yet it contains valuable suggestions as to how the younger
Members of a Church should be influenced and encouraged, as well as trained in
the Schools, in the essential matters of the Christian life, both in the Sunday
Schools and also by the Pastors of Churches. I, therefore, insert it, as it com-
pletes the Bishop's Charge, and its suggestions are useful for School Teachers.
14. Before passing from this important subject, there are two, or three, points
in which we, the Ministers of Religion, are especially interested, and to which I, there-
fore, request your serious attention. We must not wait for the adoption of these
amendments to our System of Education. Thankful shall we be for them, when ob-
tained. But, in the meantime, we must redouble our exertions to protect our flock, and
especially our children and youth, by increasing the number of Sunday Schools. You
ought to have one at each of your Parish Stations.
15. The difficulty is to find Teachers. This I know from experience, to be great;
but I likewise know that, in most cases, it may be overcome by activity and kindness.
In most places we shall find, by a diligent search, sober and pious individuals, willing,
76 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
under your occasional assistance, advice and encouragement, to undertake the labour.
If sincere in the work, they soon become themselves anxiously alive to the progress
of their classes, and begin soon to discover that their regular attendance is rather a
pleasure than a toil.
16. Great care must also be taken as to the manner and value of the instruction
imparted. You must not be content with merely teaching the Articles of Faith, and
forms of devotion. These can be very soon learned by the children; but, without a
tender and minute explanation, they do not reach the heart. Young persons taught
in this way are apt to consider themselves possessed of Religion, when it has, as yet,
no sure foundation; and finding that it does not enable them to withstand temptation,
nor when they have sinned, does it excite a lively remorse and repentance, they infer
that it is useless, and become indifferent. Hence, when assailed by wicked com-
panions, they easily fall into transgression. Again, when they find themselves de-
fenceless against ordinary cavils, and feel surprised at their inability to answer them,
instead of seeking correct information, they too frequently fall into corrupt unbelief,
which they discover to be more acceptable to their passions and a solace to their
ignorance.
17. In imparting Religious Knowledge, every portion should be patiently and
thoroughly explained, as we proceed. This, no doubt, requires natural ability in the
Teacher; some acquaintance with sacred and profane history, and a readiness to
illustrate what he is inculcating, with apt examples from the Bible and other sources.
But in all this they will, and should, find encouragement from you; and, with the help
of a few well-chosen Books, to which you can direct them, they will rapidly acquire the
knowledge necessary to enable them to dispense it with satisfaction to their Scholars.
Your Teachers, while instructing others, will rapidly advance in learning themselves,
not merely intellectually, but morally; and, after a time, they will become more patient
and forbearing, — more cheerful under labour; and, at the same time, firmer and more
Just in their decisions.
18. The Teachers receive great encouragement when the Minister himself catechises
in public. It is the mode of instruction which was universal in the first ages of the
. Church; nor is it long since it was general in our own. It was sadly neglected dur-
ing the latter part of the last Century, and in the early part of this one; but it has of
late years revived, and is extending on every side, and may be considered one of the
most healthy signs of the times. Such public catechising not only benefits the chil-
dren themselves, but confers a blessing upon all present, and is peculiarly interest-
ing to the Teachers, and, more especially, when you can induce them to ask you to
explain any difficulties that come in their way, and encourage them also to question
their own hearts as to the progress they are making in the spiritual life.
19. There are times when all Clergymen of a serious and reflecting character, feel
painfully dissatisfied at the little intercourse which has been kept up between them-
selves and those of their flock, whom they have prepared for confirmation.
20. The intimate acquaintance which grows up between the Pastor and his youth-
ful Parishioners during the preparation for this holy rite, naturally produces confi-
dence and good feeling, and is commonly attended with many acts of kindness and
affection, — but all seems dissolved and gone when the Bishop departs. Not, perhaps,
always, because the first Communion in many well-ordered Parishes soon follows and
keeps up the endearing connection. But, in general, the newly confirmed youths are,
to a great degree, lost sight of, and the tender influence which the Clergyman had
acquired is gradually loosened, until it altogether disappears. Now, there seems no
better plan for continuing- their salutary influence, and strengthening the moral habits
which may have been commenced, than that of establishing occasional meetings with
the newly confirmed, perhaps once a week, or even once a month, to converse on re-
ligious subjects. Such meetings may, by a judicious Clergyman, be turned to infinite
advantage. It is the Father meeting his children, and instructing them as their
parent, — conversing with them indulgently and frankly, and encouraging them to im-
CHURCH OF ENGLAND SYNOD ON RELIGIOUS SCHOOL INSTRUCTION. 77
part their difficulties, their hopes, and their fears, that they may be counselled and
directed. He can suggest such Books as may be most profitable for them to read,
and, as occasions offer, he can point out the pernicious tendency of promiscuous read-
ing, and the errors of such popular publications of the day as come in their way. Such
intercourse begets confidence, and, in time, friendship, — and may, under a wise guid-
ance, be made exceedingly pleasant and salutary, while it extends the influence of
the Pastor over many minds who will be prepared to assist him in promoting schemes
of benevolence and good-will throughout the parish and neighbourhood.
21. The progress of human knowledge can never be arrested, nor, when rightly
understood, is it opposed to Divine Law. They are not rivals or enemies, but in the
closest agreement, for they both come from God. The written Word and the un-
written page of Nature equally manifest His power and glory, and both are essential
to social improvement. The Gospel of Salvation and of human knowledge join hand
in hand in promoting the moral and mental amelioration of our fallen race. Let, then,
the good Angel of the Lord preside over all our Educational Institutions, with the
Bible in his right hand and the volume of Human Knowledge in his left!
22. One of the steps in the progress of infidelity is to banish the Holy Scriptures
from the Common Schools — wholly, if possible, or partially, when a full interdiction
cannot be effected. Now, the dissemination of the Scriptures has been justly called
the bulwark of the Reformation, and it is pleasing to reflect that in no age of the
Church since that period has this been more warmly felt, and more strenuously, carried
out, than during the last fifty years. Nevertheless, we find in this Diocese that in more
than 1,081 Public Schools the Bible has not yet been introduced; but, on the other
hand, we have the satisfaction to announce that' public opinion has compelled its
adoption in 2,163 of these Schools — that is in two-thirds of the Common Schools; and
we are encouraged to believe that, in a short time, the same happy influence will not
leave one single Public School unprovided with the Word of God.
After the Bishop concluded his Address the Synod proceeded to business and
the Keverend Adam Townley moved that it be resolved, that application should
be made to the Legislature for the right of having Separate Schools being extended
to the Church of England. Mr. E. G. O'Brien seconded the Motion.
Reverend Arthur Palmer said, that no man could be more strongly in favour
of having Eeligious Education than he was, but after careful consideration, he had
come to the conclusion that to attempt to obtain the establishment of Separate
Schools for the Church of England was simply impracticable. He, therefore, moved
the following resolution in amendment: —
1st. That this Synod earnestly desire that such measures shall be taken as shall
impart to the Common Schools of this Province a Religious character, so far as in its
unhappy state of religious division it can be done consistently with the rights of con-
science,— and, to that end, that all the Common Schools be opened and closed with
Prayer; and that a portion of the Holy Scriptures be read daily therein; provided
always, that no child shall be compelled to be present at such Prayers, or reading, of
the Scriptures, whose parents, or guardians, shall object to his doing so.
2nd. That this Synod does not deem it expedient to seek the establishment of any
other Separate Schools, except those which the Members of the Church of England
shall be enabled to establish, seeing that in contending for Separate Schools as part
of the Common School System they would only be seconding the too successful efforts
of the Roman Catholic Church to inculcate its system of intolerance and superstition
at the public expense.
The Bishop expressed his opinion that, after the discussion they had had, it
would be better that the motion and amendment should be withdrawn, which was
agreed to.
78 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
MINUTE ADOPTED BY THE COUNCIL or PUBLIC INSTRUCTION FOR UPPER CANADA,
ON THE 22ND OF APRIL, 1857, IN REGARD TO RELIGIOUS INSTRUCTION IN
THE PUBLIC SCHOOLS.
That in order to correct misapprehensions, and define more clearly the rights and
duties of Trustees and other parties in regard to Religious Instruction in connection
with the Common Schools, it is decided by the Council of Public Instruction, that the
Clergy of any Religious Persuasion, or their authorized representatives, shall have the
right to give Religious Instruction to the pupils of their own Church, in each Common
School House, at least once a week, after the hour of four o'clock in the afternoon;
and if the Clergy of more than one Persuasion apply to give Religious Instruction in
the same School House, the Trustees shall decide on what day of the week the School
House shall be at the disposal of the Clergyman of each Persuasion, at the time above
stated. But it shall be lawful for the Trustees and Clergymen of any Denomination
to agree upon any other hour of the day at which such Clergyman or his authorized
Representative may give Religious Instruction to the Pupils of his own Church, pro-
vided it be not during the regular hours of the School.
THE BIBLE FOR RELIGIOUS INSTRUCTION IN THE PUBLIC
SCHOOLS.
The Sabbath School Association of Ontario thus declared itself on the use
of the Bible in the Public Schools, 1904: —
In view of the general sentiment among the Evangelical Churches in favour of a
closer union, there is special interest in the propaganda now being conducted by the
Sabbath School Association of Ontario in favour of reading the Bible in Public and
High Schools. This is a point upon which all the Churches are agreed, and at various
Church courts resolutions have been passed in favour of it. To those synods, con-
ferences, and annual assemblies that have not yet pronounced on the question, the
Association is sending the following resolution for consideration: "Whereas our civil-
ization depends for its highest development on an individual manhood, based upon the
teaching of the Word of God as found in our Christian Bible, and whereas we have
in our uniform lesson system, coupled with the daily Bible readings of the Inter-
national Bible Reading Association (each of them selected by a body of men standing
in this respect aloof from either political or partisan influences, yet representing in
certain respects all the Protestant Churches) the material needed to meet this long-
felt need; and whereas there would not be the least linking of Church and State by
thus extending more widely the benefits of a uniform system of Bible influence, and
putting to a new use the matter already in hand; and whereas such an expansion of
the use of our uniform lesson system, and the daily Bible readings mentioned above,
seems possible without favour or injury to any one from either an ecclesiastical or
political standpoint — be it resolved, that the Protestant Churches of this Province
memorialize the Minister of Education of Ontario, requesting him to take such steps
as may be necessary to make these uniform lessons and Bible readings the Bible read-
ings to be used in the School system of Ontario."
The Reverend William Armstrong, of Ottawa, thus referred to the use of the
Bible in the Public Schools: —
The undoubted responsibility rests upon parents for the education of their chil-
dren and the Christian parent is bound to give his child a Christian education. In
the matter of religious instruction the Word of God is to be faithfully and constantly
THE BIBLE IN THE SCHOOLS. 79
used. The Christian parents' duty with regard to this Book is summed up in the divine
injunction: "Those words which I command thee shall be in thine heart, and thou
shalt teach the'm diligently unto thy children, and thou shalt talk of them when thou
slttest in thy house, and when thou walkest by the way and when thou liest down, and
when thou risest up."
Though the responsibility for such careful instruction in the Word of God cannot
be removed from the parents, yet in the intense pressure of modern life when most
men are busily engaged from early morning till late at night and have little oppor-
tunity, be they ever so willing, to teach their children anything " diligently " or of
walking with them and talking to them by the way, parents must depute, in many
respects, the education of their children to others who devote their whole time to such
work.
The school teacher stands in loco parentis, the school and the teacher taking the
place of the home and the parent in by far the greater part of the instruction the child
receives.
It is, therefore, manifestly the duty of Christian parents who place the spiritual
welfare of their children above every other consideration to see that their moral and
religious education be attended to as thoroughly as possible in these schools. . . . If it
be said that the home and the Sabbath School are the proper places for religious train-
ing, we say it is not enough, and only those who look at the theory and ignore the
facts will say it is enough. Even in thoroughly Christian households, with the aid
of earnest Sabbath School Teachers, it is not enough, and what is the result in care-
less households with indifferent Sabbath School teaching? The child's mind and atten-
tion are monopolized by the school, and with difficulty can the most faithful Sabbath
School Teacher obtain the recitation of even a few verses. Nor can you, when a child's
mind is completely occupied with school lessons, find lodgment for sufficient religious
instruction.
If religious instruction be neglected in our schools it is not likely to be supplied
elsewhere. What is needed is to give full effect to the fundamental principle under-
lying our school regulations, which declares they are based upon the fact that this is
a Christian country. If so, the Bible, which is the exponent of the Christian religion,
should be in our schools, not merely as an optional, but as an obligatory work of in-
struction. How it should be used is a matter upon which there will be found to be
substantial agreement. If it be enjoined to be read at the devotional services, and if
selected portions, containing the essential doctrines and precepts of our religion, such
as the Ten Commandments, passage from Proverbs and Psalms, the Sermon on the
Mount, and other passages from the gospels and epistles, be committed to memory, it
is all that Christian parents will desire.
If, on the other hand, sound religious and moral instruction be given, I have no
fear but the truth will be illustrated that " righteousness exalteth a nation."
The Christian Church and Christian pastors have a right to expect that in this
land the public schools will be nurseries of truth and holiness.
Finally, so far as national prosperity is concerned, it is not too much to say that
whatever affects the school will soon be felt in the national life.
The Governor of Georgia embodies the following in his annual message:—
How important it is, therefore, that the masses of the people be educated, so each
may be able to read, and understand for himself the constitution and history of his
country. How much more important it is, in my opinion, that every person in the
State be enabled to read for himself in the Holy Bible, and to comprehend the great
principles of Christianity, in the eternal truths of which I am a firm though humble
believer. Educate the masses, and inculcate virtue and morality, and you lay broad
and deep, in the hearts of our people, the true basis of our future progress.
80 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Mr. W. H. Nelson, in retiring from his office as President of the New York
Board of Education, addressed the following words, chiefly of counsel, to the mem-
bers of the Board: —
There must be the restraint of a moral code given by divine authority, to keep in
check the selfish dispositions and unruly wills of men. It is 'therefore I trust, that
so far as lieth in you, and within constitutional limits and the provisions of the
statute, you will encourage the constant reading in the Schools of that Holy Volume
which alone teaches pure morality, while it speaks the words of eternal life. While
we read in that sacred book that " Righteousness exalteth a nation, but sin is a reproach
to any people," " The powers that be are ordained of God ; whosoever, therefore, resisteth
the power, resisteth the ordinance of God," and many other passages of like import,
are we not convinced that these declarations sounded constantly in the ears of our pupils,
with the knowledge that they are the words of the Great Jehovah, will cause them to
have a more earnest desire to discharge their duty as good citizens.
While our children are learning the use of arithmetic and are taught to calculate, —
is it not well to let them know that there is a book which teaches them " to reckon that
the sufferings of this present time are not worthy to be compared to the glory which
shall be revealed in us " ? While they are examining the map of this perishing earth,
is it not well for them to know that there is a chart by which they may steer their
course to Heaven? While they are learning the names and laws of motion of these
bodies which float around us in the Heavens, is it not well for them to hear that " The
wise shall shine as the brightness of the Firmament, and they that turn many to
righteousness as the stars forever and ever."
There is a priceless possession — the most valuable that any can possess — it is the
inalienable right of every one. It is the right of perfect religious freedom. I would
have this right guarded with a most jealous care — but what can be done without violation
of this right and without sectarianism, to teach the pupils of our public schools their
accountability to the Great Ruler of the universe, I would have done for the good of
society, their own temporal happiness and the welfare of their immortal souls.
The Superintendent of Education in the City of New York adds: —
There can be no doubt that a very large majority of our fellow citizens, who con-
tribute to the support and maintenance of our Public Schools, are earnestly desirous
that the Bible should be daily read in all these institutions, and that its sacred authority
should be recognized and revered, and its sublime lessons inculcated as a part of the
system of instruction. The Board of Education, representing the different religious
denominations into which the community is divided, have with entire unanimity, ex-
pressed their hearty concurrence in this view of the subject, and given to it the weight
of thedr recommendation. The best interests and highest welfare of the rising genera-
tion imperatively require that the element of .Christian religious culture should form
a distinct and prominent portion of the education conferred upon them.
As a Christian people, we desire that our children should be taught uniformly to
reverence and regard the dictates of the religion we profess — to be governed by its
counsels, and to direct the whole current of their lives by its spirit. We are unwilling
to consent that their future character and habits shall be formed without any recog-
nition of, or respect for, the great charter of our religious faith.
DOCTOR RYERSON'S HAND BOOK ON CHRISTIAN MORALS. 81
HAND BOOK ON CHRISTIAN MORALS.
With a view to facilitate the giving of Religious Instruction in the Public
Schools, the Chief Superintendent, with that view, prepared a comprehensive Book
on Christian Morals for- the use of the Clergy, or their Representative, or of the
Public School Teachers, in performing this essential part of their responsible
duties. The value of this most useful Hand Book is thus referred to by some
of the Religious Periodicals of the day: —
" The object of this Treatise is to supply for our Public Schools a Text-book con-
taining the elements of moral and Christian truth. We have perused it with a good
degree of interest and pleasure, and regard it as on the whole a safe and useful Hand-
book of Religious Instruction. There can be no doubt that it will supply a want that
has long been felt in our Common School System. We rejoice that its venerable
Author is spared to bring forth fruit like this in a green old age; and we have good
hope for the future of our country, if the minds of the rising generation are imbued
with the important truths contained in this valuable little work, which gives evidence
of wide research, vigorous thought, and judicious arrangement." — Canadian Baptist,
January llth, 1872.
" This Book is one of the series of School Books authorized by the Council of Public
Instruction for the use of Schools. It contains a comprehensive but condensed sum-
mary of the leading principles of Christian (Morals, in the form of question and answer,,
and will be found to contain in an abbreviated form the substance of much larger
works. As far as we have examined the definitions are of an exceptionable character,
being based upon the teaching of Holy Scripture." — Christian Guardian, 20th December,
1871.
" We hail this Book from the pen of Canada's veteran Educator and Divine, as
filling an important place in our ' Canadian Series of School Books.' — We regard that
kind of education which cultivates only the intellect, leaving the heart and conscience
untouched, as fundamentally defective; and we are glad that a Text-book has been
prepared, which, while carefully avoiding even the appearance of sectarian teaching,
presents the grand obligations of Christian morality in a light both clear and strong.
We hope Doctor Ryerson's Manual will be introduced forthwith into all our Schools."
— Pure Gold, January 5th, 1872.
"And while the children at the Public Schools are taught those general principles
of faith and practice which all acknowledge at their homes and in the Sunday School,
the Parents, Sponsors and Teachers will give them further teaching in those divine
truths which we hold dear, but which could not be expressed in a work intended for
all Christian bodies in common. With this restriction we commend the work to the
public, in the assurance that it will be the means of great usefulness to the children
of our Public Schools, and that it will in no small degree meet the demands of those
who have advocated Religious Instruction in our educational institutions." — Church
Herald, December 21st, 1871.
" It is no easy thing to prepare a book of Religious Instruction which will be gener-
ally acceptable to the different communions represented in the Schools of this country,
yet the Chief Superintendent in this book has successfully accomplished this difficult
task. He has given a large amount of definite Religious teaching which cannot but
exercise a wholesome influence on the pupils who receive instruction therefrom. We
find that the Holy Scriptures and Daily Prayers have a recognized place in the Public
Schools. It is further provided that the Ten Commandments be taught to the pupils
weekly. Next, we see that the Clergy are recognized by the law, and are invited to
I
82 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
perform the functions of School Visitors. No Clergyman visiting a Public School is
an intruder, but is expressly desired to advise and examine, and to exert his influence
in order that the tone of the School may be pervaded with a right spirit. But, in
addition to this, the principles of Christian Morals are now to form a part of the pre-
scribed Course of Instruction, with the provision, however, which the law enacts for
the protection of the various phases of conscientious conviction, that no child can
be obliged to participate in any Religious teaching of which his parent may formally
signify his disapproval. We are, therefore, of opinion that the State may in all fair-
ness say to the Church authorities: — 'I have done my part. I have provided efficient
secular instruction. I have enthroned God's Word in my Schools. I have inculcated
the duty of Prayer to Him that His blessing may accompany my teaching. I have
provided suitable times when His .Scriptures may be read and worship offered, and
even approved forms of Prayer are placed in every School.. I have provided for the
teaching of the moral law, and I have extended an invitation and given opportunities
to every Clergyman in the land to aid me in the holy work of rearing a race of good
citizens. I recognize the need of this help. But I am no longer allowed to be the
nursing mother of the Church, and I must throw upon the people and their pastors
the responsibility, if there still be a lack of Christian teaching.' " — Anon.
MEMORANDUM ON THE SUBJECT OF EELIGIOUS INSTRUCTION IN
THE PUBLIC SCHOOLS.
BY THE HONOURABLE ADAM CROOKS, MINISTER OF EDUCATION, 1878.
A Deputation from the Synod of the Presbytery of Hamilton and London,
consisting of the Reverend John Laing, M.A., Moderator, and the Reverend W.
Cochrane, D.D., Clerk, have submitted for my consideration the following ques-
tions, viz: — .-
1. May the local Trustees, without contravening the School Law, require
Teachers to use the Bible in whole or in part as a Text Book, giving such instruc-
tion as is needed for the proper understanding of what is read?
2. Is there anything in the Regulations and programme at present in force
to prevent the introduction of such reading of the Holy Scriptures as part of the
regular Course of Instruction, and work of the School, when the Trustees desire
this to be done?
I explained verbally to the Deputation my views of the Law and Regulations
upon these important points, and promised to express them officially in writing in
order that they might be generally understood.
The law on the subject of Religious Instruction in the Public Schools will
be found in the Ninth and Tenth Sections of the Public Schools Act, (Revised
Statutes, Chapter 204). The Ninth Section reads as follows: —
No person shall require any pupil in any Public School to read, or study, in or
from any religious book, or to join in any exercise of devotion, or religion, objected
to by his, or her, parents, or guardians. ,
The Tenth Section provides that
Pupils shall be allowed to receive such Religious Instruction as their parents and
guardians desire according to any General Regulation provided for the Organization,
Government and Discipline of Public Schools.
RELIGIOUS INSTRUCTION IN THE SCHOOLS OF ONTARIO. 83
By Section 4, Sub-section 10 of the Act respecting the Education Department
(Revised Statutes, Chapter 203) the Education Department is empowered to make
Regulations from time to time for the Organization, Government and Discipline
of the Public Schools, and the like power was possessed by the former Council of
Public Instruction under the Act of 1874. The general Regulations for the Gov-
ernment of Public Schools now in force are those prescribed by such Council in
1874, and comprise the following Regulations on the subject of Religious Exer-
cises and Religious Instruction: —
II. RELIGIOUS AND MOBAL INSTRUCTION IN THE PUBLIC SCHOOLS.
1. As Christianity is recognized by common consent throughout .this Province as
an essential element of Education, it ought to pervade all the Regulations for elementary
instruction. The Consolidated Public School Act, Section 142, provides that no person
shall require any pupil in any Public (School to read, or study, in, or from, any Re-
ligious Book, or to join in any exercise of devotion, or religion, objected to by his, or
her, parents, or guardians. Pupils shall be allowed to receive such Religious Instruc-
tion as their parents, or guardians, desire, according to any General Regulation pro-
vided for the Organization, Government and Discipline of Public Schools.
2. In the section of the Act thus quoted, the principle of Religious Instruction
in the Schools is recognized, the restrictions within which it is to be given are stated,
and the exclusive right of each parent and guardian on the subject is secured.
3. The Public School being a day, and not a boarding, School, rules arising from
domestic relations and duties are not required, and as the pupils are under the care
of their parents and guardians on Sabbaths, no Regulations are called for in respect
to their attendance at Public Worship.
III. OPENING AND CLOSING RELIGIOUS EXERCISES OF EACH DAY.
With a view to secure the Divine blessing, and to impress upon the pupils the
importance of Religious duties, and their entire dependence on their Maker, the Council
of Public Instruction recommends that the daily exercises of each Public School be
opened and closed by reading a portion of Scripture, and by prayer. The Lord's Prayer
alone, or the forms of prayer hereto annexed, may be used, or any other prayer pre-
ferred by the Trustees and Master of each School. But the Lord's Prayer shall form
part of the opening exercise, and the Ten Commandments be taught to all the pupils,
and be repeated at least once a week. But no pupil should be compelled to be present
at these exercises against the wish of his parent or guardian, expressed in writing to
the Master of the School.
IV. WEEKLY RELIGIOUS INSTRUCTION BY THE CLERGY OF EACH PERSUASION.
1. In order to correct misapprehension, and define more clearly the rights and
duties of Trustees and other parties in regard to Religious Instruction in connection
with the Public Schools it is decided by the Council of Public Instruction that the
Clergy of any persuasion, or their authorised representative, shall have the right to
give Religious Instruction to the pupils of their own Church, in each School House,
at least once a week, after the hour of four o'clock in the afternoon; and if the Clergy
of more than one persuasion apply to give Religious Instruction in the same School
House, the Trustees shall decide on what day of the week the School House shall be
at the disposal of the Clergyman of each persuasion at the time above stated. But
it shall be lawful for the Trustees and Clergyman of any denomination to agree upon
any hour of the day at wihich a Clergyman, or his authorised representative, may give
Religious Instruction to the pupils of his own Church, provided it be not during the
regular hours of the Schools.
84 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
VIII. POWERS AND DUTIES OF MASTERS AND TEACHERS OF PUBLIC SCHOOLS. SUB-SECTION 15.
The Master shall see that the Regulations in regard to " Opening and Closing
Exercises of the Day (Regulation III.)" are observed, and that the Ten Command-
ments are duly taught to all the pupils and repeated by them, once a week.
Each Master and Teacher is enjoined to evince a regard for the improvement and
general welfiare of his pupils, treat them with kindness, combined with firmness, and
aim at governing them by their affections and reason, rather than by harshness and
severity. Teachers shall also, as far as practicable, exercise a general care over their
pupils in and out of (School, and shall not confine their instruction and superintendence
to the usual School Studies, but shall, as far as possible, extend the same to the mental
and moral training of such pupils, to their personal deportment, to the practice of
correct habits and good manners among them, and to omit no opportunity of incul-
cating the principles of truth and honesty, the duties of respect to superiors, and
obedience to all persons placed in authority over them.
By the first of the General Regulations it is provided that the exercises of
the day shall commence not later than nine o'clock., and shall not exceed six hours
in duration, but, nevertheless, a less number of hours of daily teaching may be
determined upon in any public school, at the option of the Trustees.
The management of the Public Schools in their several localities rests, under
the Act, with the Trustees or School Board (as the case may be), who are con-
stituted corporations for this purpose, and possess all powers expressed or implied
which are necessary for efficiency, subject in the exercise of them to the General
Regulations of the Department.
Recognizing this duty and responsibility on the part of Trustees and School
Boards, the Education Department, in May, 1877, adopted a new Programme, or
Course of Study, for the Public Schools, which took effect on "the 15th August,
1877, in lieu of the Limit Table and Programme under the General Regulations
of the former Council of Public Instruction. By the new Regulations no " Time "
or " Limit " Table is prescribed, except in so far as the Trustees or School Board
and Teacher may choose to regulate this, and the Course of Study is to be followed
so far only as the circumstances of the particular school will allow. The attention
of Trustees, School Boards and Teachers is also expressly called to the special pro-
visions with respect to Religious Instruction contained in the General Regulations
of 1874.
As our political system is founded upon Christianity and all our laws are in
subordination to its principles, the Public School Act and Regulations have thus
consistently recognized Religious Instruction as part of the ordinary exercises of
the Public School, and have been carefully framed so as to secure to parents gen-
erally the training of their children in the truths of our common Christianity.
It will be seen that these Regulations are recommendatory and not mandatory,
and leave the authority and duty with the Trustees or School Board of requiring
their Teachers to use the Bible in whole or in part as one of the subjects of the
ordinary exercises of the School, with such explanations (not of a denominational
character) as may be requisite for the proper understanding of the language read.
This authority is, however, always subject to any objection on the part of the
parent or guardian of any pupil to his or her joining in such religious instruction.
I had occasion to consider this as a practical question in the case of School Section
No. 11, Sombra, and annex a memorandum of the views then expressed.
RELIGIOUS INSTRUCTION IN THE SCHOOLS OP ONTARIO. 85
From the Education Report for 1876 it appears that out of 5,042 Public
Schools, in 4,193 Eeligious Exercises as recommended by the Regulations were
practised. This tendency to recognize the benefits of Religious Instruction woukl
be more generally appreciated by parents if it was fully understood that Trustees
and School Boards can adopt, as part of the school exercises, systematic religious
teaching, so that all the children whose parents do not expressly object may, by the
reading of Scripture and explanation of its meaning, acquire an intelligent know-
ledge of Christianity, its examples, precepts and principles.
This interpretation of the Law and Regulations corresponds with the pro-
visions of the English Education Act of 1870, and the practice of School Boards
thereunder. The fourteenth section of that Act provides that in the case of Ele-
mentary Schools under Boards :
No religious catechism or religious formularies which are distinctive of any par-
ticular denomination shall be taught in the School; and in the seventh section it is
declared that (1) "it shall not be required, as a condition of any child being admitted
into or continuing in the School that he shall attend or abstain from attending any
Sunday School or any place of religious worship, or that he shall attend any religious
observance or any instruction in religious subjects in the School or elsewhere, from
wihich observance or instruction he may be withdrawn by his parent, or that he shall,
if withdrawn by his parent, attend the school on any day exclusively set apart for
religious observance by the religious body to which his parent belongs:
(2) The time or times during which any religious observance is practised or in-
struction in religious subjects is given at any meeting of the School shall be either at
the beginning or at the end, or at the beginning and the end of such meeting, and shall
be inserted in a Time-table to be approved by the Education Department, and to be
kept permanently and conspicuously affixed in every school room; and any scholar
may be withdrawn by his parent from such observance or instruction without for-
feiting any of the other benefits of the School:
(3) The School shall be open at all times to the inspection of any of Her Majesty's
Inspectors, so, however, that it shall be no part of the duties of such Inspector to in-
quire into any instruction in religious subjects given ait such School, or to examine
any scholar therein in religious knowledge or in any religious subject or book.
The School Board of the City of London has, under these provisions, passed
the following Regulations as to religious instruction, prayers and hymns in their
Schools : —
1. That in the Schools provided by the Board, the Bible shall be read, and there
shall be given such explanation and such instructions therefrom in the principles
of morality and religion as are suited to the capacities of children; provided always
(a) that in such explanations and instructions the provisions of the Act in sections
7 and 14 be strictly observed, both in letter and in spirit, and that no attempt be made
in any such Schools to attach children to any particular denomination; (6) that in
regard to any particular .School, the Board shall consider and determine upon any
application by managers, parents or ratepayers of the District, who my show special
cause for exemption of the School from the operation of this resolution, in whole or
in part.
2. That such explanations and instructions as are recognised by the foregoing
resolution shall be given by the responsible teachers of the School.
3. That in accordance with the general practice of existing elementary Schools,
provision may be made for offering prayer and using hymns in Schools provided by
86
the Board at the time or times, when, according to section 7, sub-section 2, of the
Elementary Education Act, " religious observances " may be " practised."
4. That the arrangement for such " religious observances " be left to the discretion
of the teacher and managers of each School, with the right of appeal to the Board by
teachers, managers, parents or ratepayers of the District; provided always that, in the
offering of any prayers, and in the use of any hymns, the provisions of the Act sec-
tions 7 and 14 be strictly observed, bath in letter and in spirit, and that no attempt
be made to attach children to any particular denomination.
5. That during the time of religious teaching or religious observance any children
withdrawn from such teaching or observance shall receive separate instruction in
secular subjects.
6. That a copy of sections 7 and 14 of the Elementary Education Act, 1870, and
also of the Regulations 1, 2, 3 and 4, must be hung up in a conspicuous part of the
School Room.
7. That a syllabus of subjects of Bible Instruction for one month in advance must
be prepared by the teacher and forwarded to the Clerk of the Board at the beginning
of each month. •
The London School Board further adopted a scheme for examination in
Scripture knowledge for prizes founded by Mr. Peck, and on the occasion of their
distribution in July, 1877, at the Crystal Palace, by Lord Sandon, vice-president
of the committee of the Privy Council on education, these important facts tending
to show the success of this system of religious instruction were elicited, viz: that
82,000 children had voluntarily competed, who had attended upon the religious
exercises under the regulations at least 240 times during the year, and that with
respect to 150,000 children — being the total number in the schools — only fifty
parents had withdrawn their children from religious instruction. It was also
stated that the teachers had so faithfully performed their duty in keeping their
teaching free from sectarianism that there had not been a complaint from parents
during the whole seven years the above regulation had been in force; and that this
system worked so well that it had effectually settled all difficulties on the subject.
According to my interpretation, therefore, of the Law and Kegulations appli-
cable to Public Schools in Ontario, I beg to reply to your two questions in the
affirmative, and to advise your Synod that, firstly, School Boards and Trustees
can lawfully require their Teachers to use the Bible or portions thereof as part of
the ordinary exercises of the school, giving, however, such explanations only as are
needed for a proper understanding of what is read, and, secondly, there is nothing
in the regulations or programme respecting the Public Schools now in force which
can prevent the introduction of such reading of the Holy Scriptures as part of the
regular course of instruction and work of the School when the Trustees or School
Boards require this to be done. But on the contrary the Law permits, and the
Regulations strongly recommend, the daily practice of such religious exercises.
It will thus be seen that it is open to parents generally, whatever may be their
different churches, to cordially unite with Trustees, School Boards and Teachers,
in promoting such religious exercises in the Schools, and thus to improve the
character of our youth, and so form a community distinguished not only for its
intelligence, but for its fair dealing and law-abiding and moral qualities.
Education Department, (Ontario), Toronto, 2nd April, 1878.
RELIGIOUS INSTRUCTION IN THE SCHOOLS OF ONTARIO. 87
1. A difficulty has arisen in School Section No. 11, Sombra, with respect to
the action of the School Teacher in suspending from attendance the children of
the Eoman Catholic resident ratepapers.
These children had, under the directions of their parents, refused to stand up
with the other children while the Teacher, at the opening of the School, was read-
ing the Lord's Prayer, and, at the close, when pronouncing the benediction.
2. The Teacher considered that to allow these children to sit while the others
were standing during these exercises would be such non-compliance with the
Regulations of the Department as would authorize the Inspector to report the
neglect, and the School might thus become disentitled to its share of the Legisla-
tive grant.
3. The Trustees sustained the Teacher, being of opinion to allow this would
be a disrespect to the religious exercises prescribed by the Regulations for the open-
ing and closing of Public Schools.
4. The parents then appealed to the Inspector, who replied that he thought the
Trustees had the right to insist that those children who would remain in the school-
room should so far engage in the prayers as to stand while they were read, and if
any objected to this, the law provided they might retire.
5. The matter has now been brought before me by the parents, who contend
that it is their privilege to refuse to allow their children to join or take part in any
religious exercises to which they object, and that their children cannot be excluded
from the School during these exercises.
In this, as in most rural Schools, I assume there is but one room, and no
proper shelter to be found outside of it.
6. I think that both parties have been acting under some misapprehension of
their correct positions, but no doubt as they honestly understood them.
Neither the Teacher nor the Trustees considered they could act otherwise with-
out neglecting the prescribed Regulations according to their view of them, and
the parents knew that the School Law expressly conceded to them the fullest
liberty of objecting to any religious exercises being imposed upon their children.
The difficulty has arisen from misapprehending the sense of the Regulations of the
late Council of Public Instruction respecting religious exercises in opening and
closing the Public Schools.
These Regulations are not " imperative," so that they must be carried out by
the Trustees, but are "recommendatory" only.
This recommendation is prefaced by a quotation of the 142nd section of the
School Act, which secures to parents the fullest right of control over the religious
instruction of their children, and is followed by the statement that no pupil should
be "compelled to be present at these exercises against the wish of his parent or
guardian, expressed in writing to the Master of the School."
This regulation, therefore, preserves to the parents, in this case, the liberty
to exercise the rights which they have insisted upon, and there need have been no
difficulty with the Teacher or Trustees in this case giving full effect to the wishes
of these parents if there was any convenient place to which those children could
88 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
retire while these opening and closing exercises were being conducted. The
General Regulations, however, require all the children to be present at the pre-
scribed time for opening the School, and to remain for dismissal together. So that
unless there are two school-rooms the children whose parents object to their join-
ing in these daily religious exercises could not retire during them, unless into the
open air. All the children have the same right to the school-room during school
hours, and none can be properly excluded. In the absence of two school-rooms,
into one of which the children of objecting parents could retire during these exer-
cises, it would follow that they must remain in the same school-room, but without
being obliged to take part in the exercises. These, however, are amenable to the
same strict order and discipline as should prevail during the ordinary exercises of
the School, and subject to the full authority of the Teacher. The Teacher could
properly require them to occupy a form or seats by themselves, and to maintain a
respectful demeanour, subject to the usual penalties for disobedience.
My counsel to the parties is that they should now act in accordance with the
expression of what I consider to be their respective positions, and henceforth co-
operate harmoniously, and thus secure to all the children of the section the advan-
tages which the School can no doubt satisfactorily afford.
ADAM CROOKS, Minister.
Education Department, Toronto, March 31st, 1877.
SUPPLEMENTARY MEMORANDUM IN REGARD TO RELIGIOUS
INSTRUCTION IN THE PUBLIC SCHOOLS.
Referring to my recent Memorandum on Religious Instruction in the Public
Schools, there seems to be a misunderstanding with reference to my interpretation
of the Law and Regulations as to the reading of portions of the Holy Scriptures
as part of the ordinary exercises of the School. This arises in part from the form
of the two questions put by the Deputation, and from the form of expression used
in my summary of the Law and Regulations. That, when properly considered
with the text of the Law and the Regulations, will be found to go no further than
the Regulations themselves recommended, namely, that the daily exercises of each
Public School be opened and closed by the reading portions of Scripture, and by
Prayer. This is repeated amongst the powers and duties of Teachers, who are
directed to see that these Regulations shall be observed. It will, however, be
noticed that this is entirely recommendatory to Trustees; and my opinion on the
Sombra case clearly expresses that these Regulations were not imperative so that
they must be carried out by the Trustees, but recommendatory only.
My reference to the two questions put by the Deputation should be read by
these considerations, which were explicitly put forward in order that the grounds
for coinciding to the limited extent mentioned might be understood by all parties
with whom any responsibility in this matter rests.
It is not intended by any expression of mine, that the reading of any portion
of Scripture be attended with any exposition, or instruction in the nature of an
exposition, of the text, and that explanations should be limited to the better under-
standing simply of the words used.
ADAM CROOKS, Minister of Education.
Education Department, Toronto, llth April, 1878.
DENOMINATIONAL SCHOOLS AND PARENTAL RELIGIOUS INSTRUCTION. 89
AUTHOKITY TO ESTABLISH DENOMINATIONAL SCHOOLS IN
CITIES AND TOWNS.
So continuously had the claims of the Churches of England and Rome in
Upper Canada to establish Separate Schools been advocated, that a general pro-
vision was embodied in the Common School Act of 1850 to authorize the Boards
of Common School Trustees in Cities and Towns, to establish, if they saw fit to
do so, any " description of Schools " in such City or Town.
Those in Upper Canada who were strongly opposed to the establishment of
Eoman Catholic and Church of England Separate Schools held that, in all fair-
ness to the other Christian Denominations in the Country, they too should have
facilities given to them to establish such Schools for themselves, should they see
fit to demand them, equally with the other two Churches named. Hence, to meet
so reasonable a request, and to provide prospectively for the establishment of such
Schools, the provision was inserted in the Common School Act of 1850, with a
view to practically test public opinion on the subject. As a matter of fact, no
single Denomination, bej^ond the two named, made any movement in favour of
such Separate Schools for themselves, but remained through all the Separate School
agitations firmly attached supporters of the Common School System of Upper
Canada, and opponents of the principle of Separate Schools.
THE DUTY OF PARENTAL RELIGIOUS INSTRUCTION.
Jehovah said to his ancient people, the Jews, " These words which I command
thee this day, shall be in thine heart; and thou shalt teach them diligently unto
thy children, and shalt talk of them when thou sittest in thine house, and when
thou walkest by the way, and when thou liest down, and when thou risest up."
This command made it binding on them to instruct their children in the truths of
God, and surely no one will say it is less so with us, to whom this injunction is
now addressed; to whom Jehovah has so much more perfectly revealed his will,
and who have been made the recipients of richer blessings. To us He has made
known truths of the most instructive character, which are admirably adapted to
engage, to elevate, and guide the youthful mind.
Search all the books that are provided to interest and instruct the young, and
amidst the almost innumerable multitude, you will find none that will compare
with the Word of God. Its biographies of the wise and good are inimitably simple,
comprehensive, and beautiful. Its examples of the different results of virtue and
vice are strikingly adapted to affect the heart. Its histories are unequalled, and
such as cannot be found in any uninspired book. Its moral precepts and narra-
tives enlist the conscience, and illuminate the soul. And its profound doctrines,
such as the creation and the fall of man ; the character and work of Jesus ; the evil
and the consequences of transgression; the necessity for repentance and regenera-
tion; the way of justification by faith, and meetness for heaven; the solemnities
of judgment; the immortality of the soul; the eternal punishment of the wicked,
and the endless happiness of the righteous ; — these are worthy of an angel's powers,
and yet they are so presented as to be within the comprehension of a child; and
when simply illustrated, and pointedly applied, they will deeply engage and im-
press the youthful mind.
90 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Whatever is necessary to lead a child to purity and vigour of thought — to
goodness and amiability of temper — to integrity and disinterestedness of action —
to high and holy aims — and to happiness and usefulness on earth, with eternal
glory in heaven — is found in the invaluable Word of God. It is the divine store-
house of all that is interesting and precious — of all that is adapted to mould and
sanctify the character of man.
With such a Volume, so divinely adapted to renew the soul, nothing could be
more reasonable or just than the command for Parents to diligently instruct their
children in its blessed precepts.
THE BIBLE AS A TEXT BOOK OF RELIGIOUS INSTRUCTION IN THE
SCHOOLS OF ONTARIO.
A Local School Superintendent having written to the Chief Superintendent
to know if the Bible could be used as a Text Book for reading in the Schools,
Doctor Ryerson replied as follows: —
1. The Council of Public Instruction has never expressed its disapproval of the
use of the Bible in Schools in any form, but has recommended the Daily reading of
it as a part of the Religious Exercises at the Opening and Closing of the School. The
Bible being a Religious Book, the use of it comes under the head of Religious Instruc-
tion, the nature and extent of which, in each of the Schools, depends upon the Trustees,
Teacher and Parent of Children.
2. The Trustees cannot be compelled to use the Bible, or any Religious Instruc-
tion in the School; nor can the Trustees compel the Teacher to give Religious In-
struction, or use the Bible; nor can a Teacher compel a Child to read the Bible in
School, or be present at any Religious Exercises against the wish of his Parents or
Guardians. But it is, of course, a prudential consideration with the Teacher how far
he would countenance the wishes of the Trustees on the subject, as they can, on the
expiration of his agreement with them, employ another Teacher of more congenial
views and feelings with their own.
3. The Fourteenth Section of the School Act of 1850 shows what kind of Books
cannot be lawfully used in a School, without the express permission of the Council
of Public Instruction. The Bible is certainly not a " Foreign" Book."
4. But the whole matter of Religious Instruction is subject, by law, to the dis-
cretion of the Parents of Children and the Managers of each School; and with which
the Local Superintendent, or even the Government, has no lawful authority to inter-
fere, further than to secure the rights of it, and facilities for it, in behalf of those who
desire it.
TORONTO, June 18th, 1858. EGEBTON RYERSON.
In a Letter to the late Honourable Robert Baldwin, written in 1849, Doctor
Ryerson thus refers to the question of Religious Instruction and the Bible in Schools :
Be assured that no system of Popular Education will flourish In a Country which
does violence to the Religious sentiments and feelings of the Churches of that Country.
Be assured that every such system will droop and wither which does not take root
in the Christian and patriotic sympathies of the people, — which does not command
the respect and confidence of the several Religious Persuasions, both Ministers and
Laity — for these in fact make the aggregate of the Christianity of the Country.
THE BIBLE AS A TEXT BOOK IN THE SCHOOLS. 91
Speaking in a subsequent Letter of another feature of the question of the
Bible in Schools, Doctor Kyerson says:
The principal opposition which, in 1846 and for several years afterwards, I en-
countered was that I did not make the use of the Bible compulsory in the Schools,
but simply recognized the right of Protestants to use it in the School (not as an
ordinary Reading Book, as it was not given to teach us how to read but teach us
the way to Heaven), as a Book of Religious Instruction, without the right, or the
power, of compelling any others to use it. The recognition of the right has been main-
tained inviolate to the present time; facilities for the exercise of it have been pro-
vided, and recommendations for that purpose have been given, but no compulsory author-
ity assumed, or right of compulsion acknowledged; and the Religious Exercises in each
School have been left to the decision of the Authorities of such School, and the Re-<
ligious Instruction of each child has always been under the absolute authority of the
Parents, or Guardian of each child.
To the objection urged against the reading of the Bible in the Schools because
" a majority of the Teachers are unfit to give Keligious Instruction/' Doctor Ryer-
son replied:
The reading of the Bible and giving Religious Instruction from it are two very
different things. The question is not the competency of' Teachers to give Religious
Instruction, but the right of a Protestant to the reading of the Bible by his child in
the School as a Text-book of Religious Instruction. That right I hold to be sacred
and divine.
BIBLE SOCIETY DISTRIBUTION OF BIBLES IN THE
SCHOOLS OF TORONTO.
During the thirty years that the Editor of this Volume was Senior Honorary
Secretary of the Upper Canada Bible Society, he often took part, with the other
Secretaries, in the distribution of Bibles in the Public Schools of Toronto, at the
request of the Lessor of the Premises of the Bible Society, who donated part of
the rent of the Premises to this object. It was always a very pleasant duty to
do so.
BENEFICENT AND TRANSFORMING INFLUENCE OF THE
TEACHINGS OF THE BIBLE.
One of the Teachers in Paisley, County of Bruce, in an Address on the sub-
ject of the Bible in the Schools, after referring to the Indian warfare on the Settle-
ments in the early Colonial time, thus referred to the beneficent and transforming
influence of the Teachings of the Bible: —
But to-day how changed is the scene. To-day we have a glorious prospect of a
civilized continent, the peaceful arts cultivated and thriving to an extent never before
approximated to; the inhabitants of thousands of Hamlets, Villages, Towns, Cities,
etc., praising God that His Book gained admission to this vast Continent. " Has not
the wilderness and the solitary place become glad because of it," and " does not the
desert rejoice and blossom as the rose?"
What great additional and continuous good, then, must the Bible accomplish for
the Schools when regularly and faithfully used. Speak of Godless schools! Just intro-
duce this Blessed Book. Let it be well read, marked, learned and inwardly digested,
92 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
frequently and prayerfully, and my word for it, the crooked places shall be straightened
and the rough places made smooth. It will exalt the valleys and level the hills; God-
lessness shall vanish. This Book of Books is the panacea for our ills: it is the Balm
in Gilead, the Physician: it will cause a revolution for the better in any School in
which it is used. . . . The Bible speaks with the tongues of those who are thousands
of years dead, of warning and of counsel. . . . The Bible is a hallowed Book.
" Within this awful Volume lies
The mystery of mysteries.
Thrice happy they of human race
To whom our God has given the grace
To read, to mark, to learn, to pray,
To lift the latch and face the way:
But better they had ne'er been born
Who read to doubt or read to scorn." . . .
Glancing at the report of the Chief Superintendent for 1867, I observe that the
Bible or Testament has been used in just eight schools less than three thousand, or
in about three-fourths of the Public Schools of Ontario. Alas! for the Pupils of the
thousand Schools in which it is acknowledged that the Bread of Life, the Light of
the World, is not used.
What practical evils must arise from this contempt for God's Word — this deter-
mination to have none of it during six hours of each teaching day; and even in the
Schools in which it is used, with what apathy, formality, and brevity is it often read.
Does the Teacher search diligently for goodly pearls? Is it not a better way to allow
all the Pupils who can read it, to do so? And of course the others have ears, so
that each little one can extract the instruction and information adapted to its own
particular wants. Observe, Teachers! It is a Book which children can comprehend
infinitely sooner than many imagine.
Put the Book of God into their little hands, sir, for in it are beauty, sublimity,
invention, imagery, that are to be found in no other Book. In it are to be found the
beauties of allegory, apologue, parable, and enigma, enforcing truth with indelible
impression. We have there the beauties of poetry, of prophecy, of revelation; the
beauties of Christ, — of His life and conversation: Where is there poetry that can
be compared with the song of Moses after the destruction of Pharaoh and his host?
Listen, please: —
" Sound the loud timbrel
O'er Egypt's dark sea!
Jehovah hath triumphed — His people are free!
Sing — for the pride
Of the tyrant is broken,
His chariots and horsemen all splendid and brave,
How vain was their boasting! —
The Lord hath but spoken
And chariots and horsemen are sunk in the wave."
What say ye of the beautiful, the inspiring Psalms of David, the sweet singer,
the instrumental performer, who tuned his harp to aid his heart and voice in melo-
diously singing the praises of his Creator? (By the way I hope to see a clause intro-
duced into the School Act to the effect that no teacher shall be considered first-class
unless he be a skilled vocal and instrumental musician; for the value of music, as
an auxiliary in teaching, is incalculable.) Where is there poeitr ythat can be com-
pared with the Song of Solomon? Was there ever an Ode of the kind to be compared
with the Song of David upon the death of Saul and Jonathan? And what think ye of
the Lamentations of Jeremiah?
THE BIBLE AS A TEXT BOOK IN THE SCHOOLS. 93
Listen to Byron upon the destruction of Sennacherib and his hosts: —
"The Assyrian came down like a wolf on the fold;
And his cohorts were gleaming in purple and gold;
And the sheen on their spears was like stars on the sea
When the blue wave rolls nightly on deep Galilee.
" Like the leaves of the forest when summer is green,
That host with their banners at sunset were seen.
Like the leaves of the forest when autumn hath blown
That host with their banners lay withered and strewn.
" For the angel of death spread his wings on the blast,
And breathed on the face of the foe as he pass'd;
And the eyes of the sleeper waxed deadly and chill;
And his heart but once heaved and forever grew still."
Where in the compass of human language is there a paragraph which for bold-
ness, variety, delicacy, strength and eloquence equals the passage in which God
answers Job out of the whirlwind? What human imagination without effort ever
went down to the foundations of the Earth, " stood at the doors of the ocean", visited
the place where the day spring from on high takes hold of the uttermost parts of
the earth; traced the thunderbolt and penetrating the chambers of nature demanded
Hath the rain a Father? Or who hath begotten the drops of dew? and in all that
is vast, dreadful and beautiful proclaimed the glory of Him " who is excellent in
counsel and wonderful in working."
What narrative can be more beautiful, attractive, interesting and instructive to
the young enquiring mind, or can better serve to promote and strengthen filial
affection than the history of Joseph, the type of our Saviour. While the party who
addresses you was a School Boy of from six to twelve years he can well remember
the beneficial effects resulting from the perusal of the history of Joseph. A thou-
sand times I have read it, and indeed it appears that I shall never be wearied of it.
What a flood of light pervaded my young mind when I had in a certain degree com-
prehended the Book of Genesis, and formed an idea of the origin of our race. With
what anxiety and earnest inquiry did we trace and follow the footsteps of the Divine
Lawgiver from his Bulrush Cradle on the Nile to the scene at the Burning Bush,
thence to the terrors of the Egyptian plagues, thence to the crossing of the Red
Sea — so magnificent, awe-inspiring, and unequalled — thence to the promised land,
and so on to the rise and fall of the people of God as a nation. How edifying to
the young mind is the perusal of the Book of Daniel, and how is the mind cautioned
in reading the terrible consequence of rebellion in the Lamentations of Jeremiah.
When I have desired to pry into futurity and gain a conception of the final state of
the earth and of mankind, where could I have obtained fuller information than in
the Books of the Prophets and in the Book of the Revelations; and by no other
means can the ideas of children be better directed to a knowledge of the Saviour
than by frequent perusal of His word; for of Him and through Him and to Him are
all things.
Will not the hearts of little children be sorrowful, and their sympathies be drawn
forth while reading the sentence, — " In Rama was there a voice heard, lamentation
and weeping and great mourning, Rachel weeping for her children and would not
be comforted because they were not."
The good and glorious truths of the Bible, dear fellow teachers, I commend to
your special notice; they cannot be exhausted. The Bible is suited to everyday life
and will be to the end of time; more particularly do I commend to less ex-
perienced teachers the commands of Moses and Joshua, those noble teachers of old;
as directed by God, they were, — Ye shall teach [the precepts of the Bible] to your chil-
94 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
dren. How? When? Diligently. At all convenient seasons, — in your rising up and
in your sitting down, — in your outgoings and incomings, — while you walk by the
way, and sit at home: how much more then in places, such as schools, which are
especially set apart for the instruction of children. Those great Teachers allowed
no substitutes in this all important matter.
I shall conclude with the following: — The Bible had been subjected to the fire
of the closest investigation, a fire which had contemptuously burnt up the Koran,
and other works of false philosophy, but yet this blessed Book was unhurt, untouched,
not one of its pages singed, with not even the smell of fire upon it.
That Book was the mirror of Divinity; other books, like the planets, shone with
reflected lustre, that Book, like the Sun, shone with unborrowed rays; other books
sprang from the earth, that Books of books came from Heaven on high; other books
appealed to the understanding of feelings, that Book to conscience and faith; other
books solicited their attention, that Book demanded it, for it " spake with authority
and not as the scribes."
Should this essay be the means of encouraging any Teacher in his laudable efforts
to make known more fully the contents of the Bible to his Pupils, or should it be
the means of inducing any Teacher, who might have neglected it, to resume, forth-
with, the use of it, I shall not have written in vain.
REMEMBER THE BIBLE.
" Remember thy Bible ;' for on it hath gazed
The bright eyes of childhood and youth;
And their hearts have grown warm with rapture and praise,
As they read e'er its pure words of truth.
Remember thy Bible — the dim eyes of age
Have brightened with feelings of love;
And their pale cheeks have glowed as they bent o'er the page
That told of their bright home above.
"Remember the Bible: its words have been read
By thy Father at morn and at even,
To the family circle now scattered and dead;
Oh! how many hath left thee for heaven;
But though amid weeping and mourning below,
Death hath broken affection's light chain,
Yet the fair golden links still brighter shall glow,
When united in heaven again.
"Remember thy Bible in affliction's dark hours,
When the loved ones are passing away;
Its sweet words shall fall like dew on the flowers,
When faint 'neath a long summer's day;
Then turn to thy Bible; 'twill dry thy sad tears,
And the shadow's shall pass swift away,
As the stars brighter grow till the morning appears,
Then fade in the calm light of day.
" So amid the dark woes that o'ershadow thee now,
As thy barque by the wild storm is driven,
The hopes of the Bible still brighter shall glow,
Till thou wake in the pure light of heaven.
Remember thy Bible, when thou nearest the brink
Of Jordan, the River of Death;
Its sweet words of promise will not let thee sink,
And praises shall tune .thy last breath."
THE SEPARATE SCHOOL SYSTEM OF ONTARIO. 95
BISHOP STEACHAN ON THE BIBLE.
At the inauguration of Trinity College by Bishop Strachan, in 1852, he thus
referred to the Bible as " the most Precious Guide to Spiritual Life " : —
" The Bible, as has been most beautifully said, fits every fold of the human heart,
and is indeed felt to be God's Book. ... It satisfies all our thoughts and feelings and
leads us willingly to receive it as divinely authorised, and .the scheme of human and
divine things which it presents is essen tally true."
THE EOMAN CATHOLIC SEPAEATE SCHOOL SYSTEM OF UPPEE
CANADA (ONTAEIO), 1841.
NOTE. As the Separate School Question was the most difficult and perplexing
one with which the Eeverend Doctor Eyerson had to deal during his long adminis-
tration of the Education Department, (1844-1876), and one, in regard to the
details of which much misrepresentation has existed, I have prepared the follow-
ing historical summary of the facts of the case.
THE SEPARATE SCHOOL QUESTION, 1841.
The most difficult subject with which the Eeverend Doctor Eyerson had to
deal during his administration of the Education Department, was the Separate
School Question. And this was rendered the more difficult by the efforts of the
opponents of the Separate Schools to represent him as responsible for the intro-
duction, if not the extension, of the principle of Separate Schools into our School
System; whereas it had become part of that System three years before his appoint-
ment, and his anxiety was to endeavor to settle this irritating question on what
he believed to be a safe and prudential basis.
Doctor Eyerson had nothing to do directly, or indirectly, with the introduction
of the principle of Separate Schools into our School System. That was done in
1841, owing principally to the well-intentioned zeal of those who sought to in-
fluence the mixed Legislature at the time to make the Bible a Class Book in the
Common Schools.
In reply to a Letter of mine, addressed to that veteran Canadian Statesman,
the Honourable Sir Francis Hincks, who was a Member of the First Parliament
of United Canada, he writes as follows, under date of "Montreal, 15th August,
1844 " :—
The School Bill of 1841 was, as you state, introduced into the Legislature by the
Honourable Solicitor-General Day, without any clause in it relating to Separate
Schools. Petitions were presented to the House, however, praying that the Bible should
be made a Class Book in the Schools; and I imagine that the Government, to get rid
of the responsibility of dealing with a very difficult question, proposed and carried a
reference of the Bill and these Petitions to a Select Committee of all parties in the
House. That Committee was about twenty-one in numbr. They provided in the Bill
for " Separate Schools " in Upper Canada, and " Dissentient Schools " in Lower Canada.
It was known, that of course Separate Schools would generally be Roman Catholic
in Upper Canada, and Protestant in Lower Canada. The Bill was passed, as reported
from the Select Committee, on which it was felt that all parties were represented.
Thus the provisions in the General School Act of 1841, (which applied to
Upper and Lower Canada alike) , authorized, as Sir Francis Hincks states, Separate
Schools in Upper Canada, and Dissentient Schools in Lower Canada.
96 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
In 1843 a School Law for each Province was passed, but the principle of these
Sectarian Schools was embodied in each of them.
I propose to give particulars of the successive demands for the extension of
the principle of Separate Schools, and the efforts put forth by Doctor Ryerson to
resist them, or to minimize their scope and effect, and thus protect our Public
Schools from sectarian encroachment, so far as it was possible, under the
circumstances.
For several years after the passage of the School Act of 1841, no demand was
made by the Representatives of the Roman Catholic 'Church in Upper Canada
for an extension of the principle of Separate Schools, as agreed to by all parties
represented on the School Committee of the House- of Assembly in 1841, as intim-
ated by Sir Francis Hineks.
In 1850, a comprehensive School Act was passed, and in it the principle of
Protestant and Roman Catholic Separate Schools was also embodied, upon certain
conditions.
During the life time of the Right Reverend Doctor Michael Power, first Roman
Catholic Bishop of Toronto, he acted cordially with Doctor Ryerson on the Pro-
vincial Board of Education, (afterwards named the Council of Public Instruc-
tion), as I myself was witness, being present at every Meeting of that Body up to
the death of the Bishop in 1847.
After his death, this fact was pointed out by Doctor Ryerson, but the inference
drawn from it was denied by the Honourable John Elmsley, Vicar-General Bruyere
and Bishop Pinsorieault. In a Letter from the latter to the Vicar-General, pub-
lished in The Leader, of Toronto, the 20th of February, 1857, the Bishop says: —
Need I say it is notorious that both these zealous Prelates, (Bishops Macdonell
and Power), laboured most faithfully and strenuously, — in their own times, — to estab-
lish thorough Catholic Schools whenever and wherever circumstances permitted them.
Doctor Ryerson dissented from this strong statement of the Bishop, and, in a
Letter to The Leader, dated the 27th of February, 1857, he said : —
In reply to this statement, I remark: —
1. That there is not a vestige of proof to sustain it, in any Circular, or Letter,
or writing put forth by either of the excellent Prelates mentioned.
2. That although the provisions of the Law for Separate Schools have existed since
the commencement of the present System in 1841, and although Bishop Macdonnell
resided in Kingston and Bishop Power in Toronto, but two Separate Roman Catholic
Schools were established under the Law in either Kingston, or Toronto, until after
the death of these Prelates.
3. That Bishop Power not only acted with the Upper Canada Board of Education,
(a mixed Board), and presided at its Meetings until the week before his death, but
his name stands first of the six Members of the Board, who individually signed the
first Circular to the Municipalities of Upper Canada on the establishment of the Normal
School, — a mixed School, — as the great instrument of giving effect to our System of
Common Schools.
4. The late Bishop Macdonell died before I had any connection with our School
System. The late Reverend Father Stafford, (with whom for many years I had pleas-
ant Intercourse), in a Letter to me, dated "Lindsay, May 17th, 1875," thus speaks
of Bishop Macdonell: —
"There are Letters in manuscript by Bishop Macdonell, — .the first Roman
Catholic Bishop in Upper Canada,— which you will find very Interesting. They show
what efforts that good Bishop made for the advancement of Education in his day.
THE SEPARATE SCHOOL SYSTEM OF ONTARIO. 97
He imported Teachers from Scotland and employed them at his own expense, — wrote
strongly to the Government against allowing Teachers from the United States coming
into this Country, and advocated the training of native Canadians for Teachers. You
will find his Letters interesting, and I have no doubt the present Bishop would fur-
nish you with copies of them."
But I knew the sentiments of Bishop Power from frequent intercourse and con-
sultation with him on School Matters; and I know that he and Bishop Charbonnel, —
on his first coming to Toronto, — professed not to desire Separate Schools beyond
what they termed " protection from insult," — that is, in such cases only where Roman
Catholic children could not attend the Common Schools without being insulted and
imposed upon, on account of their Religion. The necessity of a Separate School they
lamented as a misfortune, instead of advocating it as a principle. In this feeling I
entirely sympathized
5. Further, in the Correspondence on the School Law in 1849, — laid before the
Legislature in 1850, Doctor Ryerson says: —
" It affords me pleasure to record the fact . . . that, before adopting the Section
in the printed ' Forms and Regulations on the Constitution and Government of the
Schools, in respect to Religious Instruction,' I submitted it to the late Roman Catholic
Bishop Power, who, after examining it, said he would not object to it, as Roman
Catholics were fully protected in their rights and views, and as he did not wish to
interfere with Protestants in the fullest exercise of their rights and views."
In reply to a Letter of mine, in which I informed Doctor Eyerson of Bishop
Power's death, on the 30th of September, 1847, he said :—
The death of Bishop Power astonished and has deeply affected me. He was a very
valuable Member of the Board, and an exceeding agreeable and amiable man. I hope
the Board has a suitable Resolution in reference .to him.
In a Letter addressed in 1855 to Sir John Macdonald, Doctor Ryerson says : —
Bishop Power, virtually a Canadian, being a native of Nova Scotia, had a patriotic
desire to elevate the Roman Catholic population of the Country, and believed that
that would be best effected by their children being educated with the children of
other classes and creeds, wherever party feeling did not oppose insuperable obstacles
to it. Bishop Ireland, of Minnesota, as I have shown in a subsequent Volume, held
practically the same views on the subject.
Such was the attitude of the Representatives of the Roman Catholic Church
in Upper Canada towards the Public School System down to 1852. Even Bishop
Charbonnel, who, in addition to his hierarchical rank, was a French Nobleman,
(Count de Charbonnel), gave evidence that, if left to himself, he would have con-
tinued to act in pleasant harmony with Doctor Ryerson, as a Member of the Council
of Public Instruction. Of this I felt assured from my knowledge of the Bishop,
and my intercourse with him as an Officer of the Council of Public Instruction.
He was an accomplished Gentleman, and was most agreeable and courteous in his
manners. His sudden change of demeanour towards Doctor Ryerson was a sur-
prise to Members of the Council, to the Doctor, and to myself. He accounted
for it himself in his Letter to Doctor Ryerson, dated the 1st of May, 1852, and
also in his Letter to the Honourable S. B. Harrison, Chairman of the Council,
dated the 26th of the same month. In his Letter to Doctor Ryerson, he said : —
All my previous intercourse with you and the Council of Public Instruction has
been polite and Christian, and sometimes tolerant to an extent that I have been re-
quired to justify.
7
98 DOCUMENTS ILLUSTBATIVE OF EDUCATION IN ONTARIO.
In his Letter to Honourable S. B. Harrison, Chairman of the Council, the
Bishop "is even more explicit as to the pressure brought to bear upon him for his
Christian and courteous liberality. He said: —
All my precedents with you, Reverend Doctor, (referring to Doctor Ryerson), and
the Council of Public Instruction, have been polite and Christian, and sometimes of
a tolerance for which my Church made me responsible. In other words, — " Called
me to account."
Knowing the strict discipline of the Roman Catholic Church even over her
Prelates and Dignitaries, one can understand the nature of the discipline and
pressure brought to bear upon Bishop Charbonnel in this case. It may have had
its influence, amongst other things, in inducing the Bishop to retire soon after, —
as he did, — to a Monastery in France.
The course of events in regard to Separate Schools up to 1851 is best nar-
rated in Doctor Ryerson's own words, taken from his Letter to Mr. George Brown,
dated the 28th of December, 1858. He said :—
In my Report for 1847, written and published in 1848, I justified the Separate
School Provisions of the Law, not because I thought them necessary, or desirable,
but because I was not prepared to condemn what had been unanimously sanctioned
by two successive Parliaments, (1841 and 1843).
What kept the feeling of suspicion and unrest on the part of the Roman Catholic
authorities alive was the constant efforts of prominent Members of the House of
Assembly to repeal the Nineteenth Section of the School Act of 1850, which authorized
Separate Schools. Generally these Gentlemen contented themselves with the introduction
of a Bill simply dclaring that " the Nineteenth Section of the School Act of 1850 shall
be, and is hereby, repealed." Mr. William L. Mackenzie, however, in his Bill brought
in for this purpose in August, 1851, gives his reasons for doing so in the Preamble.
I give the extract, because it embodies the " popular " objections then prevalent as
to the existence of Separate Schools. First, he declares that " the establishment of
Sectarian, or Separate, Schools ... is a dangerous interference with the Common
School System of Upper Canada, and, if allowed, . . . cannot reasonably be refused
to ... other Religious Denominations". Secondly, he declares that " if it is just
that any number of Religious Sects should have Separate Schools, it is no less reason-
able that they should have Separate Grammar Schools, Colleges and Professorships
in the Universities." Thirdly, that "the early separation of children at School, on
account of the Creeds of their Parents or Guardians, would rear nurseries of strife
and dissension, and cause thousands to grow up in comparative ignorance, who might,
under our Common School System, obtain the advantages of a moral, intellectual,
literary and scientific education." Finally, "the repeal of the Nineteenth Section of
the Upper Canada School Act, passed in 1850, would discourage Sectarian Education,
and be productive of peace, harmony and good will in neighbourhoods."
The untoward result of all this was the commencement of a war of more, or
less, intensity, which lasted for about fifteen years and until 1867, when, by the
British America Act of 1867, the question of the right of the Roman Catholics to
Separate Schools in Upper Canada, as agreed to, was set at rest. Few of the present
day can realize the extent and bitterness of that contest. The brunt of the battle fell,
of course, upon Doctor Ryerson, who was, in every encounter, exposed to a double
fire, — on the one side from the Supporters of Separate Schools, whose " suspicions
and fears " had been excited by the breach of faith on the part of the promoters of
the Malcolm Cameron hostile School Act of 1849, (afterwards disallowed) ; and
on the other side, by the constant attacks on Doctor Ryerson by a powerful Press.
THE SEPARATE SCHOOL SYSTEM OF ONTARIO. 99
THE SEPARATE SCHOOL QUESTION IN 1855.
During the years 1852-1855 a great deal of Correspondence took place between
various parties in different parts of the Province and the Education Department
of Upper Canada, chiefly in regard to alleged friction between the Authorities of
the Public and Separate Schools, and of the Municipalities.
During the Session of the Legislature 1855, it was thought desirable that a
better understanding in regard to the whole question should be possessed by its
Members, so that the cause of this friction should be ascertained, and, if possible,
be removed, without endangering the efficiency, or stability, of the Public School
System of the Province; or that, if the demands of the adherents of the Separate
Schools were unreasonable or unjust in their nature, steps should be taken to restrict
the powers of the Managers to these Schools, or, as a final issue, in case of failure,
to abolish them altogether. This conclusion was forced upon the judgment of the
Chief Superintendent of Education. In a Letter of his to Attorney-General John
A. Macdonald, dated the 2nd of April, 1855, he called the Attorney-General's atten-
tion to the important changes in the Separate School System, as proposed by three
Prelates of the Roman Catholic Church, — the Bishops of Toronto, Kingston and
Bytown, so as to make, as they asserted, such modification in the Law as would
alone " Satisfy the conscientious convictions of the Catholics of this Province." At
the conclusion of his Letter to the Attorney General, (herewith,) Doctor Ryerson
said : —
There are three courses before the Legislature: (1) To maintain the Separate
School provisions as they are; (2) to concede the claim of Bishop de Charbonnel
and his Colleagues; or, (3) to abolish Separate Schools altogether, allowing ex-
clusive privileges to none, but equal rights and protection to all.
In order to obtain the fullest information on the subject, and to ascertain
the alleged causes of friction, a Motion was made in the House of Assembly, in
April, 1855, that "all Correspondence which had taken place between the Chief
Superintendent of Education in Upper Canada, and other persons, during the
years 1853-1855, be laid before the House." The result was, that a Return con-
taining nearly two hundred Letters was prepared and laid before the Legislature
in May, 1855. Of this Return I have selected copies only of the more important
explanatory Documents, including a comprehensive critical summary of the claims
of the Bishops and other adherents of Separate Schools, contained in a Letter
from the Chief Superintendent of Education to the Honourable Attorney General
John A. Macdonald, dated the 2nd of April, 1855; and also a special Letter, on
the subject of these same claims, addressed by the Chief Superintendent of Educa-
tion to the Right Reverend Bishop de Charbonnel, on the 26th of the preceding
August. . . .
NOTE. — The following is a List of Separate School Correspondence and Docu-
ments contained in the Return to the Legislature, which I insert in this Volume : —
. Number 1. — Provisions of the Law relating to Separate Schools in Upper
Canada, including, (1), the Common School Act of 1850, 13th and 14th Victoria,
Chapter 48, Section Nineteen; (2), the Separate School Act of 1851, 14th and
15th Victoria, Chapter 111; (3), the Supplementary School Act of 1853, 16th
and 17th Victoria, Chapter 185, Section Four.
Number 2. — The Chief Superintendent of Education for Upper Canada to
the Honourable Inspector General Hincks, dated the 26th of August, 1852, con-
100 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
taining Explanatory Remarks on the provisions of a Draft .of Bill relating t<j
Separate Schools. — (Fourth Section of the Supplementary School Act of 1853.)
Number 3. — The Chief Superintendent to the Honourable Inspector General
Hincks, dated the 6th of September, 1854, containing Explanatory Remarks on
the Section of a Draft of Bill relating to Separate Schools, to amend Section XIX
of the School Act of 1850, and Section IV of the Supplementary Act of 1853.
Number 4. — The Chief Superintendent to Doctor de Charbonnel, the Eoman
Catholic Bishop of Toronto, dated the 26th of August, 1854, on his Lordship's
comparison of the School Laws of Upper and Lower Canada regulating Separate
Schools.
Number 5. — Comparative Table of Legislation on Separate Schools in Upper
and Lower Canada, and Draft of a School Bill for Upper Canada, prepared by
three Roman Catholic Bishops, — (those of Toronto, Kingston and Ottawa.)
Number 6. — The Chief Superintendent to the Honourable Attorney General
Macdonald, dated the 2nd of April, 1855, on the Roman Catholic Bishops' Com-
parative Table of Legislation of Separate Schools in Upper and Lower Canada,
and Draft of a New Separate School Bill for Upper Canada.
Number 7. — Table, shewing the number of Protestant and Roman Catholic
Separate Schools in Upper Canada, 1841-1855.
NUMBER 1. — PROVISIONS OF THE LAW RELATING TO PROTESTANT AND ROMAN
CATHOLIC SEPARATE SCHOOLS IN UPPER CANADA.
1. EXTRACT FROM THE COMMON SCHOOL ACT OF 1850, 13TH AND 14TH VICTORIA,
CHAPTER 48, SECTION NINETEEN.
i
[Received the Royal Assent, 24th July, 1850.]
XIX. And l)e it enacted, That it shall be the duty of the Municipal Council of any
Township, and of the Board of School Trustees of any City, town, or Incorporated
Village, on the application in writing of twelve, or more, resident heads of families,
to authorize the establishment of one, or more, Separate Schools for Protestants,
Roman Catholics, or Coloured people, and, in such case, it shall prescribe the limits
of the divisions, or Sections, for such Schpols, and shall make the same provision for
the holding of the first Meeting for the election of Trustees of each such Separate
School, or Schools, as is provided in the Fourth Section of this Act for holding the
first School Meeting in a new School Section:
Provided always, That each such Separate School shall go into operation at the
same time with alterations in School Sections, and shall be under the same Regula-
tions, in respect to the persons for whom such school is permitted to be established,
as are Common Schools generally:
Provided Secondly, That none but Coloured people shall be allowed to vote for
the election of Trustees of the Separate School for their children, and none but the
parties petitioning for the establishment of, or sending children to, a Separate Pro-
testant, or Roman Catholic, School shall vote at the Election of Trustees of each School.
Provided Thirdly, That each such Separate Protestant, or Roman Catholic, or
Coloured, School shall be entitled to share in the [School Fund] according to the
average attendance of the Pupils attending each such Separate School, (the mean
attendance of Pupils for both Summer and Winter being taken), as compared with
the whole average attendance of Pupils attending the Common Schools in such City,
Town, Village or Township;
Provided Fourthly, That no Protestant Separate School shall be allowed in any
Sch«ol division, except when the Teacher of the Common School is a Roman Catholic;
nor shall any Roman Catholic Separate School be allowed, except when the Teacher
of the Common School is a Protestant;
THE SEPARATE SCHOOL SYSTEM OF ONTARIO. 101
Provided Fifthly, That the Trustees of the Common School Sections, within the
limits of which such Separate School Section, or Sections, shall have been formed,
shall not Include the children attending such Separate School, or Schools, in their
return of children of school age residing in their School Sections.
2. THE SEPARATE SCHOOL AMENDMENT ACT, 1851, HTH AND 15TH VICTORIA, CHAPTEB III.
[Received the Royal Assent on the 30th of August, 1851.]
WHEREAS, it is expedient to remove doubts, which have arisen in regard to certain
provisions of the Nineteenth Section of the Upper Canada School Act of 1850; and,
WHEREAS, it is inexpedient to deprive any of the parties concerned of rights which
they have enjoyed under preceding School Acts for Upper Canada:
Be it therefore enacted, That each of the parties applying, according to the pro-
visions of the said Nineteenth Section of said Act, shall be entitled to have a Separate
School in each Ward, or in two, or more, Wards united, as said party, or parties, shall
judge expedient, in each City or Town, in Upper Canada:
Provided always, That each such School s'hall 'be subject to all the obligations
and entitled to all the advantages imposed and conferred upon Separate Schools by
the said Nineteenth Section of the said Act.
3. EXTRACT FROM THE SUPPLEMENTARY SCHOOL ACT OF 1853, 16TH VICTORIA, CHAPTER 185.
[Received the Royal Assent on the 14th of June, 1853.]
IV. And 'be it enacted, That in Cities, Towns, and Incorporated Villages and
School Sections, in which Separate Schools do, or shall, exist, according to the pro-
visions of the Common School Acts of Upper Canada, persons of the Religious Per-
suasion of each such Separate School sending children to it, or supporting such School,
by subscribing thereto annually an amount equal to the sum which each such person
would be liable to pay, (if such Separate School did not exist,) on any assessment
to obtain the annual Common School Grant for each such City, Town, Incorporated
Village, or Township, shall be exempted from the payment of all Rates im-
posed for the support of the Common Public Schools of each such City, Town,
Incorporated Village, or School Section; and all rates imposed for the purpose
of obtaining the Legislative Common School Grant for such City, Town, Incor-
porated Village, or Township; and each such 'Separate School shall share in
such Legislative Common School Grant only, (and not in any School Money raised
by local Municipal Assessment), according to the average attendance of Pupils attend-
ing each such Separate School, (the mean attendance of Pupils for Winter and Sum-
mer being taken), as compared with the whole average attendance of Pupils attend-
ing the Schools in each such City, Town, Incorporated Village, or Township; and a
Certificate of Qualification, signed by the majority of the Trustees of each such Separate
School, shall be sufficient for any Teacher of such a School.
NOTE. — The explanatory details as to how this Section is to be carried out
are omitted, but they are referred to in the following Letter to Sir Francis
Hincks : —
NUMBER 2. — THE CHIEF SUPERINTENDENT OF EDUCATION TO THE HONOURABLE
INSPECTOR GENERAL HINCKS.
1. EXPLANATORY REMARKS ON THE PROVISIONS OF A DRAFT OF BILL, RELATING TO SEPARATE
SCHOOLS, CONTAINED IN THE FOURTH SECTION OF THE SUPPLEMENTARY SCHOOL
ACT OF 1853, AS PREPARED BY DOCTOR RYERSON.
The Fourth Section of the Bill. This Section is designed as supplementary to
the Nineteenth Section of the Common School Act of 1850 in regard to Separate
Schools. The most simple, and perhaps the most satisfactory mode of silencing
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
clamor on the part of parties demanding these changes, (if Separate Schools are per-
mitted to continue at all,) is that which is proposed in the part of the "Marginal
3tion " herewith and marked 6,— namely, to relieve the parents and guardians send-
g children to Separate Schools, from paying any School Tax whatever, and then allow-
ing them to share with the other Schools, according to average attendance in the same
Municipality in the Legislative School Grant alone. In case such a provision were
adopted the following would be the result: —
(1) There would be no provision in the School Law requiring a public Municipal
Tax for Denominational Schools, and all opposition and clamor against it, on that
ground, would cease.
(2) There could be no complaint from any quarter that the supporters of a Separate
School paid more, or less, in School Taxes than they received from the School Fund.
(3) All the inhabitants of a Municipality, except those who might choose to send
children to the Separate School, could proceed with their School interests, as if no
other class of persons were in existence.
(4) The Teachers of Separate Schools might be relieved from appearing before
the County Board of Public Instruction for examination, and thus the last vestige of
possible agitation between the supporters of Separate Schools and the Municipal
Authorities, in relation to the subject at all, would be removed. . . .
I may add that the subject of this Fourth Section has deeply exercised my mind.
The part of the Marginal Section (&), occurred to me after that of the original Fourth
Section (a), was transcribed; and I think it is the nearest approach to the solution
of the difficulties with Separate Schools, if they are allowed to exist, that has yet been
proposed.
TORONTO, 2<6th of August, 1852. EGERTON RYERSON.
2. ORIGINAL DRAFT OF THE FOURTH SECTION OF THE SUPPLEMENTARY SCHOOL ACT OF 1853.
(a) Section, as in the Original Text 3. (b) Marginal Section of the Supplementary
of the Supplementary Act of Act of 1858.
1858. .
IV. And be it enacted, That in IV. And "be it enacted, That in all Cities, Towns,
all Cities, Towns, Incorporated Vll- Incorporated Villages, and School Sections, in
lages and School Sections, in which which Separate Schools do, or shall, exist, accord-
Separate Schools exist, according to ing to the provisions of the Nineteenth See-
the provisions of the Nineteenth tion of the said School Act of 1850, 13th and 14th
Section of the said School Act of Victoria, Chapter 48, parents, or guardians, of
1850, 13th and 14th Victoria, Chap- the Religious Persuasion of each such Separate
ter 48, all parents, or guardians, of School, sending children to it, shall be exempted
the Religious Persuasion of such from the payment of all School Rates for the sup-
Separate School, and lending chil- port of the Common Public Schools of each such
dren to it, shall be exempted from City, Town, Incorporated Village, or School See-
the payment of all School Rates for tion; and each such Separate School shall share
the support of the Common Public in the Legislative Common School Grant appor-
Schools of such City, Town, Incor- tioned to each such City, Town, Incorporated Vil-
porated Village, or School Section, lage, or Township, (but shall not share in any
beyond the amount of Rate which School money raised by local municipal assess-
shall be required to secure the pay- ment), according to the average attendance of
ment of the annual Legislative pupils attending each such Separate School, (the
School Grant apportioned to each mean attendance of Pupils for Summer and Win-
such Municipality, or School Sec- ter being taken), as compared with the whole
tion; average attendance of Pupils attending the Corn-
Provided always, That such inon Schools in each City, Town, Incorporated Vil-
exemptlon from the payment of the lage, or Township; and a Certificate of Qualiflca-
ordinary School Rates specified, tions signed by the Bishop, or other Ecclesiastical
THE SEPARATE SCHOOL SYSTEM OF ONTARIO. 103
shall not extend beyond the period Head of the Religious Persuasion of such Separate
of the existence of a Separate School, shall be sufficient [qualification] for any
School in each such City, Town, In- Teacher of such Separate School:
corporated Village, or School Sec- Provided always, First, That the exemption
tion, or beyond the period of such from the payment of School Rates as herein pro-
persons sending children to it, or vided, shall not extend beyond the period of such
of their being liable to be rated for parents, or guardians, sending children to such
its support; . . . Separate School. . . .
NUMBER 3.— THE CHIEF SUPERINTENDENT OF EDUCATION FOR UPPER CANADA
TO THE HONOURABLE INSPECTOR GENERAL HINCKS.
1. EXPLANATORY REMARKS ON THE SECTIONS OF A DRAFT OF BILL RELATING TO SEPARATE
SCHOOLS, TO AMEND SECTION NINETEEN OF THE COMMON SCHOOL ACT OF 1850, AND
SECTION Foua OF THE SUPPLEMENTARY SCHOOL ACT OF 1853, PREPARED BY THE
CHIEF SUPERINTENDENT.
(Extract.) 1. The following proposed Sections relate to Separate Schools, and,
without undermining our General School System, provide for all that even the ultra
advocates of Separate Schools have professed to demand, and all that I think that the
Country can be induced to give.
2. I think our next step must be, if further legislation be called for, to take the
sound ground of the United States of not providing, or recognizing, Separate Schools
at all. In this we should have the cordial support of nine-tenths of the People of Upper
Canada; while, in the course now pursued, the more you concede, the more you con-
travene the prevalent sentiment of the Country, and the greater injury you are inflict-
ing upon the great body of the parties for whom Separate Schools are professedly de-
manded, and who have not, as far as I am aware, any safe and adequate means of
speaking for themselves, or of even forming a judgment.
TORONTO, September 6th, 1854. EGERTON RYERSON.
ENCLOSURE: PROPOSED SECTIONS, BY DOCTOR RYERSON, RELATING TO SEPARATE SCHOOLS.
VI. And be it enacted, That so much of the Fourth Section of the Supplementary
School Act of 1853, 16th Victoria, Chapter 185, as requires each supporter of a Separate
School to subscribe to, or pay a certain sum to, such School, in order to be exempted
from the payment of the Public School Rates, and so much of the Section of said Sup-
plementary Act of 1853 as requires the Trustees of a Separate School to Include in
their Semi-annual Returns a statement of the names of the children attending such
School, or the names of parents, or guardians, sending children to such School, or of
the sum, or sums, subscribed, or paid, by each of the supporters of such School, shall
be, and is hereby repealed:
Provided always, That the supporters of a Separate School, or Schools, in order
to be entitled to exemption from the payment of any Public School Rates for any one
year, as authorized by the said Fourth Section of the said Supplementary Act of 1853,
16th Victoria, Chapter 185, shall, on, or before, the First day of February of such year,
communicate in writing, (with their names and places of residence), to the Clerk of
the Municipality in which such Separate School, or Schools, are situated, a declaration
to the effect, that they are supporters of such Separate School, or Schools.
VII. And be it enacted, That the Trustees of Separate Schools elected in each of
the Wards of any City, or Town, in Upper Canada, shall have authority to unite, dur-
ing their pleasure, into one Joint Board of Trustees for the management of the several
Separate Schools in such City, or Town.
VIII. And be it enacted, That the Chief Superintendent of Education for Upper
Canada shall have authority to determine the proportions of the Legislative School
104 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Grant, which may be payable respectively, according to law, to Public and Separate
Schools; and shall have authority to pay the sums, thus apportioned, in such manner
as he shall judge expedient, upon the conditions, and at the time prescribed by law.
Provided always, That such Returns shall be made to 'him, and in such manner by
all parties concerned, as he shall require, to enable him to decide upon the amount
and payment of said sums.
NUMBER 4. — THE CHIEF SUPERINTENDENT OF EDUCATION TO THE ROMAN
CATHOLIC BISHOP OF TORONTO ON His COMPARISON OF THE SCHOOL LAWS
OF UPPER AND LOWER CANADA, EEGULATING SEPARATE SCHOOLS.
1. During the last few months past, your Lordship has been pleased several times
to attack me personally by name, — attacks which have been often repeated and variously
enlarged by the Newspaper Organs of your Lordship. On two occasions, especially,
once in Lower Canada, and once in Upper Canada, you have charged me with " false-
hood." The former of these attacks was made by you on the occasion of a " Catholic
Institute," at Quebec, presenting an Address to your Lordship, and in which Mr. Joseph
Cauchon, M.PJP., took a part, under the smiling approbation of your Lordship. This
proceeding was first reported in Mr. Cauchon's paper, Le Journal de Quebec, and after-
wards translated for, and published in your organ, the Catholic Citizen, of Toronto of
the 22nd of June last. The latter of your Lordship's attacks was made in an Address
to a " Catholic Institute " in Toronto, and reported in the Catholic Citizen of the 20th
of July, 1854.
2. I am quite aware that these attacks upon me, in connection with the provisions
of the Law in regard to Separate Schools, were designed to influence the recent Elec-
tions; and for that very reason I thought it proper not to notice them, so that your
Lordship might have every possible benefit of them, and that I might not give the
slightest pretence for a charge that I interfered in these Elections. Indeed, at no
period during the last twenty-five years, have I electioneered for, or against, any Candi-
date whatever. I have at different times, especially during the many years that I was
Editor of [the Christian Guardian] — a weekly Newspaper, earnestly discussed great
Principles of Government and Civil Rights, but, in the application of those Principles
for, or against, any particular Candidate at an Election, I have taken no active part,
not even so much as to give advice in any instance; nor can any man truly charge me
with doing so. ...
NOTE. — Here follows an elaborate reply to Bishop de Charbonnel by Doctor
Ryerson, as also a Comparative Table prepared by the Roman Catholic Bishops,
which it is not necessary for me to insert. The Draft of Bill is as follows : —
2. DRAFT OF A PROPOSED SEPARATE SCHOOL BILL FOR UPPER CANADA, ENTITLED: "AN ACT
TO BETTER DEFINE CERTAIN RIGHTS TO THE PARTIES THEREIN MENTIONED," PRE-
PARED BY THREE ROMAN CATHOLIC BISHOPS OF UPPER CANADA.
Preliminary Statement 6j/ the Roman Catholic Bishops:
The only efficient remedy to that inveterate wound in a Country, which wants,
above all, union and peace for its progress and prosperity, is to repeal Section Nineteen
of the School Act of 1&50, and' Section Four of the Supplementary School Act of 1853,
so as to place Separate Schools, (in Upper Canada), (for everything), under only one
Official, (who is) not opposed to Separate Schools, and given them an equal share in
all School Funds. On that principle, and on the legislation of Lower Canada, is framed
the following project of a Separate School Bill (for Upper Canada).
THE SEPARATE SCHOOL SYSTEM OF ONTARIO. 105
AN ACT TO BETTER DEFINE CERTAIN RIGHTS TO PASTIES THEREIN MENTIONED.
Whereas the Sections of the School Acts on Separate Schools In Upper Canada
do not secure all that is granted to the Dissenters in Lower Canada.
I. Be it enacted, That Section Nineteen of the Act of 1850, 13th and 14th Victoria,
Chapter 48, — and Section Four of the Act of 1853, 16th Victoria, Chapter 185, — be and
are hereby repealed.
II. That, in any School Section, when the arrangements for the Common School
shall not be agreeable to any number whatever of dissidents, those dissidents may
signify in writing to the Chairman of the Board of Common School Trustees, their
will of having one, or more, Separate Schools, and give in the names of three Trustees,
Freeholders, or not elected by a majority at a Public Meeting, convened by three heads
of families of the same School Section, and held according to Sections Four and Five
of the Upper Canada School Act of 1850;
Provided, That no Member of those dissidents shall be allowed to vote at any Com-
mon School Election within the School Section in which their Separate Schools shall
be established.
(So it is in Lower Canada. See Act of 1846, 9th Victoria, Chapter 27, Section 26.)
III. That the said Trustees, by the only fact of the said signification and election,
shall form de facto a Corporation, under the name of having all the same
rights and powers, so defined and extended in Common School Acts of Upper Canada
and in this Act, subject to the same duties and penalties as the Board of Common School
Trustees, such as are defined in the (Sections) Twelve and Thirteen of the^School Act
of 1850, with the exception that they will be exclusively accountable to the only one
Official appointed ad hoc for copies of Reports, etcetera; That Board also shall be re-
newed partly at each Annual School Meeting, as provided by (Section) Three of the
School Act of 1850.
(NOTE. — So it is in Lower Canada. See same Act and Section.)
IV. That in localities divided into Wards, each Ward, this year, within two months
after the passing of this Act, and every year after, on the second Wednesday of January,
shall elect one fit person to be a Trustees of one, or more, Separate Schools, and hold
office until his successor be elected at the ensuing year, or himslf may be re-elected if
he consent thereto; that those Trustees shall form one Corporation under the name of
having the same rights, subject to the same duties and penalties as men-
tioned in the preceding Section 3, with the same exception that they will be account-
able, for such conditions as may be required, exclusively to the only Official appointed
for the superintendence of Separate Schools; and that any majority of the Members
present at any Meeting regularly held, at which there shall be an absolute majority
oi the Members of the Board, may validly exercise all the powers of the Corporation.
(NOTE. — So it is in Lower Canada. See School Act of 1846, 9th Victoria, Chapter
29, Section 5.)
V. That the said Trustees may circumscribe their Separate Schools as they like,
(NOTE.— So it is in Lower Canada. See School Act of 1849, 12th Victoria, Chapter
50, Section 18.)
and may receive children of their faith from other School Sections.
(NOTE.— So it is in Lower Canada. See Act of 1846, 9th Victoria, Chapter 27, Sec-
tion 29.)
They may qualify Teachers for their Separate Schools, until they have a Separate
Normal School.
VI. That the said Trustees shall be entitled to receive from their said special Super-
intendent, on a Report, such as required by him, such sums out of the Government Grant,
and out of all the Taxes for School and Library purposes, and out of any Provincial, or
iOG DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Municipal, School Funds, as proportionate to the population they represent, according
to the last official Census.
(NOTE. — So in Lower Canada. See School Act of 1846, 9th Victoria, Chapter 27,
Section 26, and Act of 1849, 12th Victoria, Chapter 50, Section 18.)
Provided that those sums shall he expended for school purposes;
Provided also, that should any Municipal Corporation refuse to pay any portion
of those sums, either the Chief Superintendent shall deduct a sum equal to the deficiency
from the apportionment of the current and following years> until full payment, or the
Secretary of the Board shall refer the case to the Superior Court, who will judge of it,
and shall order the payment by all legal means.
VII. That such of the provisions of the Common School Acts of Upper Canada as
are contrary to the provisions of this Act, shall be and are hereby repealed.
VIII. That, generally, all words and provisions of this Act, doubts and difficulties
arising about it, shall receive such large, beneficial and liberal construction as will
best ensure the attainment of this Act, and the enforcement of its enactments, according
to their true intent, meaning and spirit.
(NOTE. — So in Lower Canada. See School Act of 1846, 9th Victoria, Chapter 27,
Section 55.)
IX. That this present Act shall take effect from the first of January of this year,
1855.
We the undersigned, hereby declare that nothing short of the above will satisfy
the conscientious convictions of the Catholics of this Province.
(Not dated.)
f PATRICK PHLEAN, Bishop of Carrhoe Adm't. Apostolic.
t ARMANDUS FRANCIS MARY DE CHARBONNEL, Bishop of Toronto.
f Jos. EUGENE, Bishop of Bytown.
,NOTE. — Here follows a Letter from the Chief Superintendent of Education to
the Honourable Attorney John A. Macdonald on the Comparative Table of Legis-
lation on Separate Schools in Upper and Lower Canada, by three Roman Catholic
Bishops, and also the Draft of Separate School Bill, prepared by the Bishops, which
I quote in part as follows : —
As you are the Member of the Government, to whom has been confided the care of
all measures relating to the Educational interests of Upper Canada, I desire to address
to you some observations on a Paper which the Right Reverend Doctor de Charbonnel,
Roman Catholic Bishop of Toronto, (after having procured the signature to it of the
Roman Catholic Bishops of Kingston and Bytown,) has distributed among the Members
of the Legislature during the present Session, and has pressed upon the Government
as the ultimatum of his demands on the subject of Separate Schools. This Paper con-
sists of two parts: First, a professed comparison between the School Laws of Upper
and Lower Canada, regulating "Separate" and "Dissentient" Schools; and Second: a
Draft of a proposed Separate School Bill for Upper Canada embodying provisions, as the
signers state, " nothing short of which will satisfy the conscientious convictions of the
Catholics of this Province." . . .
(Here follows an elaborate criticism of the Bishops' statement and also their
Draft of Separate School Bill, which I do not insert.)
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857. 107
CONFIDENTIAL REPORT TO THE GOVERNOR GENERAL ON THE
SEPARATE SCHOOL SYSTEM OF ONTARIO, 1858.
CONFIDENTIAL MEMORANDUM OF THE GOVERNOR GENERAL TO THE CHIEF
SUPERINTENDENT OF EDUCATION.
The Governor General, (Sir Edmund Head,) being desirous of understand-
ing the history and operation of the Roman Catholic School Law of Ontario and
Quebec, addressed the following Confidential Memorandum to Doctor Ryerson, re-
questing him to furnish him personally with a private Report upon the subject
of Separate Schools.
In his Confidential Memorandum to Doctor Ryerson, Sir Edmund Head re-
quested information on the following matters: —
1. The actual state of the Separate School Law of Upper Canada.
2. The actual state of the Dissentient School Law of Lower Canada.
3. Alleged grounds of Complaint, (if any,) in Upper Canada, on the part of a, the
Roman Catholics; b, the Protestants.
4. Alleged grounds of complaint, (if any,) in Lower Canada, on the part of a, the
Roman Catholics; 6, the Protestants.
5. Assuming any alteration of the Law to he necessary, can it be made by placing
the seceding portion of the Community in each Section of the Province respectively in
the same position, i.e., by making the same Law applicable to both Sections? If so,
how should such an enactment run? Can it be done otherwise than by making the
general denomination of the School in each district Catholic, or Protestant, according
to the votes of the householders, or heads of families, and making all seceding, or
Separate Schools, entirely private in their character?
If all such seceding Schools are private, no powers could be given for collecting
money for .their support, or for subjecting them to State control, (except perhaps
simple inspection.) •
But another question would be, whether those who supported seceding Schools
could be exempted from paying to the fund on which the Common Schools were
charged.
On all these points His Excellency desires a Report from the Chief Superintendent,
which, together with this Memorandum, must be considered confidential at present,
although His Excellency reserves to himself the power of using it hereafter.
His Excellency also wishes it to be understood that he makes these enquiries simply
for his own information, and without implying that there is any probability of change
in the existing law.
QUEBEC, December, 1857. E. W. HEAD.
REPLY TO THE FOREGOING CONFIDENTIAL MEMORANDUM BY THE CHIEF
SUPERINTENDENT OF EDUCATION.
In obedience to His Excellency's Request, I beg to return the following answer
to the questions proposed in His Excellency's Memorandum on Separate Schools.
I. As to the actual state of the Law in Upper and Lower Canada, in regard to Separ-
ate Schools, I append a Paper, which was prepared by Mr. J. George Hodgins, the Deputy
Superintendent of Education, and printed in 1856, containing, in parallel columns, the
provisions of the respective Laws in Upper and Lower Canada on Separate Schools, show-
ing the points of agreement and difference in the provisions of the Law in each section
of the Province.
108 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
On examining this Comparative View of the provisions of the Law in 'both sections
of Canada, it will be seen that the advantage, upon the whole, is on the side of the
Roman Catholics of Upper Canada. The School Laws of Upper Canada cecure a pro-
tection, in Religious matters, in the Public School that the School Law of Lower Canada
does not secure to the Protestants; nor are the Roman Catholics of Upper Canada re-
quired to express any dissatisfaction with the proceedings of the Public School Trustees,
in order to be entitled to establish Separate Schools, as are the Protestants of Lower
Canada.
There is, however, one most important element, or power, in working the School
System in Upper Canada which does not exist in Lower Canada — namely our Municipal
Councils, which provide a moiety of the School Fund, from the School divisions of the
Townships, and appoint the Local Superintendents, or Inspectors, of Schools. This varies
the form, although it does not affect the nature of the notices required to be given by
parties establishing Separate Schools, — the notices being given in Lower Canada to the
School Commissioners, and in Upper Canada to the Municipal Councils. In Upper
Canada the co-operation of the 'Municipalities is voluntary, as they may, or may not,
accept the Legislative School Grant upon the conditions offered; but, in Lower Canada,
if the local elected Commissioners do not provide a sum equal to the Legislative Grant
apportioned, the Government can supersede them and appoint other Commissioners,
who have power to levy and collect moneys for School purposes. In Lower Canada
the Protestants are to give notice six months before the last day of December, or of
June, in order to establish a "Dissentient" School; in Upper Canada the Roman
Catholics are to give notice on, or before, the First day of February, in order to be
exempted from the payment of Municipal School Rates, — so that the Council may be
able to omit their names from the School Tax Roll of the year.
Thus much in connection with the appended Comparative View (prepared by Mr.
Hodgins), as to the actual state of the Law in Upper and Lower Canada in regard to
Separate Schools.
II. As to the alleged grounds of complaint in Upper Canada on the part of the
Protestants, or Roman Catholics, under the operations of the Separate School provi-
sions of the Law, I know of no complaints on the part of Protestants, except against
permitting Separate Schools at all. Protestant Separate Schools, — of which there are
only four, or five, in Upper Canada, — are established under the provisions of the Nine-
teenth Section of the School Act of 1850, and the Fourth Section of the Supplementary
School Act of 1853; but the Leaders of the Roman Catholic Separate School agitation
expressed dissatisfaction with those provisions, in consequence of which they were re-
pealed, in so far as they applied to Roman Catholics, and were superseded by the present
Roman Catholic Separate School Act of 1856, _the provisions of which were prepared
under the auspices of the Roman Catholic Clergy,— who objected to the Separate School
clauses of the former Acts,— and were introduced into the Legislature by the Honourable
Colonel Tache, — the Chief Superintendent of Education for Upper Canada not having
been consulted, or referred to, on the provisions of the Bill.
2. Against the provisions of this their own Act, the Roman Catholic Bishops and their
newspaper organs complained, but in terms so general that it is difficult to state, or
ascertain, the specific ground of their complaints. They complain that the Roman
Catholics in Upper Canada have not equal rights with the Protestants in Lower Canada,
in regard to Separate Schools; but this complaint has been shown again and again to
be unfounded by an analysis and comparison of the provisions of the law in both sections
of the Province. Yet these complaints and demands in general terms are reiter-
ated; and we are left to ascertain by other means what are the real objects of them.
From two sources, it is clear that the real object of these complaints is not equality
between the Roman Catholics in Upper Canada and Protestants in Lower Canada; much
less equality between the Protestants and Roman Catholics of Upper Canada; but the
practical subversion of our National School System.
(1) This is involved in the provisions of every Bill, which they have proposed and
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857. 109
urged, as necessary to "satisfy them." See my Annual Report printed in 1856, in
which I have analyzed Mr. Bowes' Bill, — the last of the measures demanded by the
Roman Catholic Bishops, — having, (in Correspondence on Separate Schools printed
by Order of the Legislative Assembly in 1855), analyzed a previous Bill pressed by
Bishop de Charbonnel upon the Government at Quebec. In every Measure, therefore,
prepared and urged for the adoption of the legislature by the Roman Catholic Bishops,
the destruction of our National School System is involved, and the conferring upon
Roman Catholics in Upper Canada powers and privileges, not possessed by any Religious
Persuasion, "even in England, and which are inconsistent with the rights of other Re-
ligious Persuasions, and with the hitherto acknowledged constitutional rights of Muni-
cipalities and individual citizens. (2) In the last of the printed Letters of the Reverend
J. M. Bruy^re, (whose writings have been endorsed by several Roman Catholic Bishops,)
the overthrow of our Public School System is declared to foe the object contemplated
by the Roman Catholic Clergy; and the same object is explicitly avowed by their
acknowledged Newspaper Organs. What they mean, therefore, by " justice to Roman
Catholics in Upper Canada", is an essentially different thing from equality with the
Protestants in Lower Canada.
3. It is also worthy of remark, that, on the passing of each of three Acts since
1850, amending the law in regard to Separate School.-s, the Roman Catholic Bishop of
Toronto and the Upper Canada Roman Catholic Newspaper Organs expressed their
entire satisfaction with them, but afterwards complained of them, when it was found
that they did not accomplish the object predicted at the time of their enactment by
some of these Newspapers, — namely, deal out a " death blow to the State School System."
4. In justification of this change of sentiment in regard to these successive amended
provisions of the Law, in relation to Separate Schools, it was alleged that I obstructed
their free and liberal operation. One complaint was, that an unreasonably small sum
was apportioned to the Separate Schools. In every case I have been prepared to show
that I have apportioned to the Separate School a sum equal, according to average attend-
ance, to that which 'has been apportioned to the Public Schools in the same Muni-
cipality," and that also, according to the Statistical Returns made by the Trustees of
the Separate Schools. Then, it has been complained that burthensome forms, notices,
and Returns were required of the Supporters of Separate Schools. In reply, I remark,
that the very same Returns and Forms are required of the Trustees of Public Schools,
which are required of the Trustees of Separate Schools, one item excepted, — that the
supporters of Dissentient Schools in Lower Canada give notice to the School Com-
missioners, while the Supporters of Separate Schools in Upper Canada give notice to
Clerks of Municipalities, they having formerly complained of being required to give
notice to the Trustees of Public Schools in their divisions.
5. But it may be asked, why is it that the provisions of the School Law in regard
to Dissentients operate so much more successfully in Lower, than in Upper, Canada?
I answer, the actual difference is not so great as 'has been supposed. The number of
Dissentient Schools in Lower Canada, according to the Superintendent's last Report,
is 73, for a reported population of 113,395 Protestants. The number of Separate Schools
in Upper Canada is 80 for a reported population of 167,695 Roman Catholics. But
there are three other answers to the question proposed. (1) It is not the wish of the
Protestant inhabitants of Lower Canada to overthrow a National School System, as
is avowed by the leading Roman Catholic advocates of Separate Schools in Upper Canada.
(2) The supporters of Dissentient Schools in Lower Canada are, as a whols, more
intelligent and more wealthy, and know better how to proceed and manage their affairs,
than the Supporters of Separate Schools in the rural parts of Upper Canada. This
poverty and ignorance on the part of a great portion of the Supporters of Separate
Schools in Upper Canada is not so apparent, or so much felt, when they are associated
with other classes of the inhabitants in the management of local affairs; but when
they stand out isolated from other classes, as they do in Separate School matters,
from the intelligent counsel of Local School Superintendents, and the co-operation of
110 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Municipal Councils, their inexperience and incapacity become painfully obvious, and
the Priests, who frequently assume the whole Correspondence and management in
Separate School matters, seem to possess little more practical talent and knowledge
of legal modes of proceeding than those whom they influence to establish Separate
Schools. And when, in some instances, I have had to point out to them their mistakes,
and the necessity of their complying with the provisions of the Law, in order to share
in the School Fund, and secure exemption from the payment of Public School Rates,
they have, (apparently to justify themselves in the eyes of their followers, and to seek
occasion of attack upon the School System), assailed me by Letter and sometimes in the
Newspapers for illiberally construing the Law, and endeavoring to retard the operations
of Separate Schools, although I have, in all cases, given them the benefit of every legal
doubt and have often overlooked more irregularities and defects in their Returns, than
I have done in the Returns from the authorities of Public Schools. (3) The cordial
co-operation of the first Roman Catholic Bishop of Toronto, (Bishop Power,) in support
of the Public Schools, — before the introduction of the new councils and new feelings
against them, — the greater resources, conveniences, cheapness, and efficiency, of the
Public over the Separate Schools, — the equal protection of the Religious scruples and
rights of all classes of pupils in the Public Schools, instead of their being Denominational,
as they are for the most part in Lower Canada — the serious disadvantages which Roman
Catholics experience and inflict upon their children by isolating them from other classes
of youth in their intellectual training and social intercourse, are all circumstances and
considerations unfavourable to Separate Schools and favourable to the Public Schools,
and weigh strongly with a large proportion of the most intelligent Roman Catholics.
As long as the Public Schools are maintained, or rather as long as the hitherto acknowl
considerations unfavourable to Separate Schools and favourable to the Public Schools,
Separate Schools must be very feeble and inefficient in Upper Canada except in a few
Cities and Towns, and in some of these they are very sickly. Hence, as the only means
of succeeding in the new policy inaugurated by the Roman Catholic Bishops, — that of
keeping their children and youth separate from Protestant children and youth, — they
aim at subverting pur Public School System. It is not pretended that Roman Catholic
children are not protected in their Religious rights and feelings, or that any teaching
is allowed which is at variance with the doctrines of their Church; but Roman Catholic
children are prohibited from mixing with Protestant children upon the ground of Faith
and Morals — " Protestantism being ", according to their teaching, " a species of infidelity
and Protestant children young infidels."
III. I now address myself to the several questions under Number Five of the Mem-
orandum. The first question is: — "Assuming any alteration in the Law to be necessary,
can it be made by placing the seceding portion of the community in each section re-
spectively in the same position — i.e. by making the same Law applicable to both?"
Answer: — I see no difficulty in framing a law by which the community may be
divided into two, or more, classes, and placing each class in the same position, whether
consisting of the majority, or minority; and this can be done by authorizing each
party to establish a School in the same manner and upon the same conditions, and by
requiring the Municipal Assessor, or Collector, to ascertain from each Rate-payer to
the School of which party his Rate should be paid, and for the local Treasurer to pay
it accordingly — and for the Legislative School Grant to be apportioned to the School
of each party according to average attendance, or the amount paid from local sources
to each School.
But to this scheme there are the following objections, apart from the fundamental
one that it subverts what have been established and recognized as the rights of Muni-
cipalities, and overthrows a System of National Schools: (1) There could be no School
divisions applicable to each party; for what might be convenient for the one would be
very inconvenient, or impracticable, for the other, and any Municipal authority defining
them would not be likely to be impartial, and would certainly be charged with partiality.
(2) There could be no uniform standard, and, therefore, no guarantee for the qualiflca-
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857. Ill
tions of Teachers, as objections would be made by one party, or the other, (as the Roman
Catholics have already objected to their Teachers coming before a Public Board of Ex-
aminers, as do other Teachers,) to their Teachers being subject to examination by any
other than their own authority.
(3) There must be Inspectors for each class of Schools, as one would object to be
inspected by an Inspector not of its own party, and there would be no means of ascer-
taining the state and character of the Schools, and the correcting of their Returns with-
out local Inspectors. Municipal Councils would not appoint and pay two, or more,
Inspectors in each Municipality; nor is it likely that the Legislature would provide for
their salaries. Even in England, the Wesleyans and the Dissentients will not receive the
Inspectors of the Church of England Schools. (4) There could be no uniform series of
Text-books, — one of the most important conditions of efficiency and success in a System
of Public Schools, as well as one of our greatest achievements in Upper Canada. Each
party would have its own Books. (5) Every Municipality in Upper Canada, (though
none in Lower Canada have,) has power to levy and collect Rates for Dissentient, or
Separate, as well as for Public, Schools; yet not one Municipality will levy and collect
Rates for the former. In Cities, Towns, and Incorporated Villages, the Board of School
Trustees, elected by the Rate payers, have authority to establish " any kind, or descrip-
tion, of Schools," — terms which, as I have stated in my Official Circulars, from the
passing of the Act in 1850, include the power to establish a system of Denominational
Schools in each City, Town and Incorporated Village in Upper Canada, if the electors so
desired; yet has every proposition to that effect, however modified, been rejected in every
Municipality in which it has been proposed. The action in each Municipality is volun-
tary, and has been so from the beginning. Should the Law, therefore, be changed so
far as to deprive them of their present discretionary power, and compel them, if they
levied and collected School Rates at all, to do so for Denominational Schools, there is
every reason to believe they would refuse to levy any School Rate whatever; and thus
all that has been done would fall to the ground, and the whole School System would
perish in a year. There is a great difference between a Municipality co-operating to
instruct children in the secular and essential branches of education common to all
classes, and compulsion in levying and collecting Taxes to establish and support Schools
for teaching the Dogmas and Ceremonies of different Sects. The Municipalities have
evinced the utmost willingness and liberality to do the former, but have invariably
refused to do the latter.
2. The Second Question in the Memorandum is, "Can it [what was proposed in the
first question,] be done otherwise than by making the general denomination of the
School in a district Catholic, or Protestant, according to the votes of the householders,
or heads of families, and making all seceding, or Separate, Schools entirely private in
. their character?"
Answer: — In my answer to the preceding question, I have intimated that a law
might be framed to divide the community into as many parties as might be designated;
but there has been hostility to any such division, and a very reluctant acquiescence
in permitting Roman Catholic, or Protestant, Separate Schools at all, — an utter opposi-
tion to have the Public Schools Denominational, either as Protestant, or Roman Catholic,
and a fixed and universal determination to maintain them as National — equally open
to all classes, and the Religious scruples of all classes equally protected, leaving and
allowing facilities to each class to -give Religious Instruction to its own youth in its
own way.
But assuming what is implied in the question, that the general denomination of the
School should be made Catholic, or Protestant, according to the vote of the householders,
or heads of families, such a System would make every neighbourhood the arena of deadly
strife between Roman Catholic and Protestant, and voting under such circumstances
would seldom be conducted without violence and even bloodshed. To decide by a popular
rote in each neighbourhood 'whether the Protestants, or Roman Catholics, shall have a
Sehool, and also whether the Protestants shall support the Roman Catholic School, or
112 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
whether the Roman Catholics shall support the Protestant School, Is to ignore the prin-
ciples of religious 'belief and conviction involved in the question, and suspend the whole
upon the chance majority vote of a popular election.
3. Then as to the Separate Schools, or Schools of the minority, being entirely pri-
vate in their character, it would be depriving the weaker party in each neighbourhood
of any aid in the education of their children, not because of any crime, or unworthiness,
but simply because they happen to be the weaker party — a principle that could not be
justified upon the grounds of religious justice, or sound policy.
4. In regard to the question as to " whether those who supported seceding Schools
could be exempted from paying to the fund on which Common Schools are charged?" I
remark that the present law exempts all supporters of Separate Schools from paying
Rates for the support of the Common Schools, as long as they keep in operation the
Separate School of which they declare themselves to be supporters; and the Separate
School Trustees are empowered by law to levy and collect rates from Supporters of such
Schools the same as are Public School Trustees empowered to collect Rates from the
other freeholders and householders of their School division.
5. The legal provisions for this dual System of Schools have existed in both Upper
and Lower Canada since the first Session after their union in 1840; and it is, I think,
the only one that can be maintained, although I think there is now greater doubt than
ever as to the possibility of retaining the Separate School provisions in the Statute
Book. The existence of the provisions at all is clearly against the feelings of the great
majority of of the people of Upper Canada, and it has been considered by numbers of
most intelligent persons as inconsistent with, and dangerous to the stability of a National
System of Education. But I combatted these apprehensions in my Reports and Circu-
lars, and in my personal visits to the various Counties of Upper Canada, so that there
was no agitation on the subject, when Bishop de Charbonnel, and, after him, other
Roman Catholic Clergy and their Newspapers, commenced an attack upon our whole
School System, denouncing it as immoral and vicious, and demanding that the Roman
Catholics, as a body, should be incorporated into a separate organization, and receive
Legislative School Grants and Municipal School Funds according to their numbers, with
a Superintendent from among themselves — thus claiming absolutely a large portion
of the public and Municipal revenue, and local corporate powers of a very large extent,
as an endowment for the exclusive teaching of the Roman Catholic Church; — a thing
never mooted in respect to the Protestants in Lower Canada, never heard of in any free
Country, and subversive of the right of individual liberty and choice among the Roman
Catholics and inconsistent with the rights of Municipalities and of individual
property among the Protestants. It was attempted to accomplish these objects with a
high hand; so much so that Roman Catholic Members of the Government and of the
Legislature who would not bow in passive obedience in support of these Episcopal
demands, were denounced by Episcopal authority, as were all Roman Catholic Electors in
each of the Municipalities, who should vote for Councillors, or Members of Parliament,
that would not pledge themselves to support those claims to Roman Catholic indepen-
dence and supremacy in matters of education, demanded under the modest and deceptive
name of " Catholic Rights." It is this double aggression by Roman Catholic Bishops and
their supporters, in assailing, on the one hand, our Public Schools and School System,
and invading what have been acknowledged as sacred constitutional rights of individ-
uals and Municipalities, and, on the other hand, in demanding the erection and support,
at public expense of a Roman Catholic Hierarchical School System, which has aroused
to so great an extent the people of Upper Canada against permitting the continuance
of the provisions of the law for Separate Schools. And it must be acknowledged that a
combined secular, with separate Religious Instruction, is the only safe, just and defen-
sible System of National Education.
6. In conclusion I beg to add a word as to the interference of parties in Lower*
Canada with the School System of Upper Canada. The existence of two Systems of
Public Instruction, in several respects widely different, shews that the feelings, habits.
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857. 113
Municipal and other institutions of the inhabitants in each Province of Canada have been
equally and exclusively consulted in their construction and development. In Lower
Canada, the only protection of any pupil in matters of Religion is that his Book of Re-
ligious Instruction shall be selected by his Priest, or Minister; there is no recognition
of parental rights, or choice in the matter of Religious Instruction; the local Commis-
sioners, analgous to our Boards of School Trustees, make the Regulations and direct,
at their pleasure, in regard to all the Religious Ceremonies and Instruction in the
School, or Schools, under their care, and there is no provision in the Law to secure to
any Protestant pupil, or his Parent, any option as to attending and observing them. The
only protection of Protestants is the right of establishing a Dissentient School, when
they disapprove of the Regulations and customs authorised by the local Trustee Com-
missioners in their School; but where the Protestant inhabitants are too few to establish
a Dissentient School, they have no other recourse than to keep their children from
School, or suffer them to attend all the Religious Ceremonies and Exercises imposed in
the Roman Catholic School; and this I am informed, on good authority, is the case in
most of the Schools in Lower Canada, as there are only 73 Dissentient Schools for about
35,383 Protestant children of School age. But in Upper Canada, in all the Public Schools,
every pupil is protected and excused by law from attending any Religious Exercise of
Devotion, or Instruction, as well as from reading any Religious Book, to which his
Parent or Guardian objects. Yet there has been no interference in Upper Canada with
the School System of Lower Canada, which has been framed and carried into effect in
accordance with the wishes of the inhabitants there and their Representatives in Parlia-
ment. I deprecate the interference of Bishops and Priests in Lower Canada, or of their
Representatives, with the School System of Upper Canada, the wishes of whose inhabi-
tants and their Representatives are entitled to no less consideration than those of Lower
Canada; and especially when the fundamental principle of our School System is, equal
and impartial protection to all Religious Persuasions, and equal educational advantages
for all. . . .
In preparing this Paper for His Excellency's own information, I have thought it
proper to express myself without reserve; and I have appended extracts from my Annual
Reports and Correspondence in relation to Separate Schools, for perusal or reference,*
should His Excellency desire to investigate the subject any further.
TORONTO, 14th of January, 1858. EGERTON RYERSONJ
ENCLOSURE: THE LAW RELATING TO ROMAN CATHOLIC SEPARATE SCHOOLS IN
UPPER CANADA AND TO THE PROTESTANT DISSENTIENT SCHOOLS IN LOWER
CANADA, COMPARED BY J. GEORGE HODGINS, DEPUTY SUPERINTENDENT OP
EDUCATION (ARRANGED IN PARALLEL COLUMNS, WITH REFERENCES TO
IDENTICAL, OR ANALOGOUS, PASSAGES IN EACH LAW).
THE TACHE ACT TO AMEND THE THE LAW RELATING TO DISSEN-
LAWS RELATING TO ROMAN TIENT SCHOOLS IN LOWER
CATHOLIC SEPARATE SCHOOLS CANADA.
IN UPPER CANADA.
18 VICTORIA, CHAPTER 131, OF 1855. 9TH VlCTORIA- CHAPTER 27, OF 1846.
Acts repealed. How to establish Dissentient Schools.
I. The Nineteenth Section of " The XXVI. And be it enacted, That when in
Upper Canada School Act of 1850,'' and any [School] Municipality the Regula-
the Fourth Section of " the Upper tions and arrangements made by the
Canada Supplementary School Act of School Commissioners for the conduct of
*These extracts from Reports and Correspondence are too voluminous to be inserted
here. They are already embodied in the Documentary History.
8
114
DOCUMENTS ILLUSTRATIVE OF EDUCATION IX ONTARIO.
1853," and all other provisions of the said
Acts, or any other Act, inconsistent with
the provisions of this Act, are hereby re-
pealed, so far only as they severally relate
to the Roman Catholics of Upper Canada.
Five Heads of Families may call Meeting.
II. Any number of persons, not less
than five heads of families, being free-
holders, or householders, resident within
any School Section of any Township, or
within any Ward of any City, or Town,
and being Roman Catholics, may convene
a public Meeting of persons desiring to
establish a Separate School for Roman
Catholics in such School Section or
Ward, for the election of Trustees for
the management thereof.
Majority present to elect three Trustees.
III. A majority of the persons present,
not less than ten In number, being Free-
holders, or Householders, and being Ro-
man Catholics, at any such Meeting may
elect three Persons resident within such
Section to act as Trustees for the man-
agement of such Separate School, and
any Person, being a British Subject, may
be elected as such Trustee, whether he
be a Freeholder, or Householder, or not.
Notice of the establishment of a
Separate School.
IV. A notice addressed to the Reeve,
or to the Chairman of the Board of
Common School Trustees, in the Town-
ship, City, or Town, In which such Sec-
tion is situate, may be given by all per-
sons resident within such Section, being
Freeholders, or Householders, and being
Roman Catholics, favourable to the es-
tablishment of such Separate School,
whether they were present at such Meet-
ing, or not, declaring that they desire
to establish a Separate School in such
School Section, and designating by their
names, professions and places of abode,
the persons elected In the manner afore-
said as Trustees for the management
thereof.
V. Every such notice shall be deliv-
ered to the proper Officer by one of the
Trustees so elected, and it shall be the
any School, shall not be agreeable to any
number whatever of the inhabitants pro-
fessing a Religious Faith different from
that of the majority of the inhabitants, of
such Municipality, the inhabitants, so dis-
sentient, may collectively signify such dis-
sent in writing to the Chairman of the
said Commissioners, and give In the
names of three Trustees, chosen by them
for the purposes of this Act; and such
Trustees shall have the same powers and
be subject to the same duties as School
Commissioners, but for the management
of those Schools only which shall be
under their control; and such dissentient
inhabitants may, by the intervention of
such Trustees, establish, in the manner
provided with regard to other Schools,
one, or more, Schools, which shall be sub-
ject to the same provisions, duties and
supervision, and they shall be entitled to
receive from the Superintendent, or from
the School Commissioners, such sum out
of the general, or local, School Fund as;
shall be proportionate to the dissentient
population they represent; Provided al-
ways, that whenever the majority of the
children attending any School now in
operation, and the School-house, shall be-
long to or be occupied by such dissen-
tients, the said School-house shall con-
tinue to be occupied by them, so long
as the number of children taught in such
School shall amount to" the number re-
quired by this Act to form a School Dis-
trict, and the entire amount of moneys
raised by assessment on such dissentients
shall be paid to the Trustees of such
School, together with a due proportion
of the Building Fund.
Conditions of receiving aid.
XXVII. And be it enacted, That to en-
title any School to its allowance out of
the General, or local, School Fund, it shall
be requisite and sufficient that such
School has been under the management
of School Commissioners, or [Dissen-
tient] Trustees, appointed in the manner
provided by the next preceding Section, —
that it has been in actual operation dur-
ing at least eight calendar months, — that
it has been attended by at least fifteen
children (periods of epidemic, or con-
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857. 115
duty of the Officer receiving the same to
endorse thereon the date of the reception
thereof, and to deliver a copy of the
same, so endorsed and duly certified by
him, to such Trustee.
Effect of such Notice.
VI. From the day of the date of the
reception of every such notice, the Trus-
tees therein named shall be a Body Cor-
porate, under the name of " The Trustees
of the Roman Catholic Separate School
for the Section Number , in the
Township (City, or Town, as the case
may be), in the County of ."
Union of Separate Schools in Cities and
Towns.
VII. If a Separate School or Separate
Schools shall have been established in
more than one Ward of any City, or
Town, the Trustees of such Separate
Schools may, if they think fit, form an
union of such Separate Schools, and,)
from the day of the date of the notice
in any public newspaper, published in
such City or Town, announcing such
union, the Trustees of the several Wards
shall together form a Body Corporate
under the title of "The Board of Trus-j
tees of the Roman Catholic United Sepa-
rate Schools for the City, (or Town) of
, in the County of ."
Powers and obligations of Trustees.
VIII. All Trustees elected and forming
a Body Corporate under this Act shall
have the same power to impose, levy and
collect School Rates, or subscriptions,
upon and from persons sending children4
to, or subscribing towards the support of
Separate Schools, and all other powers
in respect of Separate Schools, as the
Trustees of Common Schools have and
possess under the provisions of the Acts
hereinbefore cited, in respect of Common
Schools; and they shall also be bound
to perform all duties required of, and
shall be subject to all penalties provided
against the Trustees of Common Schools;
and Teachers of Separate Schools shall be
liable to all penalties provided against
Teachers of Common Schools.
tagious, diseases excepted), — that the Re-
turns have been certified to the School
Commissioners, or Trustees, by the Mas-
ter, Mistress, or Teacher, and at least
two of the Commissioners, or Trustees,—
that a public Examination of the Schools
has taken place,— that a Report, signed
by the majority of the School Commis-
sioners, or Trustees, and by the Master
has been transmitted to the Superintend-
ent of Schools, according to the form pre-
scribed by him for that purpose, every
six months, that is to say, before the
First day of July, and the First day of
January, in each year,— and finally, that
a sum equal to the allowance made by the
Legislature for the Municipality has been
raised, as hereinbefore provided.
Penalties for false Returns.
XXVIII. And be it enacted, That if
any School Commissioner, or [Dissen-
tient] Trustee, or other person, shall
make any false Certificate, or Return, by
means of which he may have fraudulently
obtained, or sought fraudulently to obtain,
money from the Public School Fund, such
Commissioner, Trustee, or other Person,
shall not only restore the money so ob-
tained, but shall also incur a penalty, not
exceeding Ten pounds currency, nor less
than Two pounds ten shillings, which
shall go to the local School Fund, and
which shall be recoverable at the suit of
any Person having an interest in the
right administration of the Common
Schools, on the oath of one credible wit-
ness, and before any Justice of the Peace;
and if such penalty be not paid within ten
days after judgment, it sliall be levied,
with the costs of suit and of sale, by
seizure and sale of the goods and chattels
of the defendant under the warrant of
such Justice of the Peace, and, in default
of sufficient goods and chattels, the defen-
dant may be committed to the Common
Gaol, and detained therein one day for
each three shillings of the amount of the
fine and costs, or of the balance, which
may be due.
Election restrictions — Children from
other Districts.
XXIX. And be it enacted, That tha
Trustees of dissentient minorities shall
116
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Trustees's period of office and re-election.
IX. All Trustees elected under this
Act shall remain in office until the sec-
ond Wednesday of the month of Janu-
ary next following their election, on
which day In each year an annual Meet-
ing shall be held, commencing at the hour
of ten of the clock in the forenoon, for the
election of Trustees for Separate Schools
theretofore established; but no Trustee
shall be re-elected at any such meeting
without his consent, unless after the ex-
piration of four years from the time wnen
^e went out of office
Children from adjoining Sections may
attend the School.
X. All Trustees elected under this Ac;
shall allow children from other School
Sections to be received into any Separate
School under their management, at the
request of the Parents, or lawful Guard-
ians, of such children, provided such chil-
dren, or their Parents, or Guardians, are
Roman Catholics; and no children attend-
ing such School shall be included in the
Return hereafter provided to be made ta
the Chief Superintendent of Schools un-
less they shall be Roman Catholics.
Teachers' Certificates. Disposal of
moneys.
XI. A majority of the Trustees in any
Township or Village, or of the Board of
Trustees in any Town or Village elected
under this Act, s'hall have power to grant
Certificates of Qualification to Teachers of
Separate Schools under their manage-
ment, and to dispose of all School Funds
of every description coding into their
hands for school purposes.
Condition of Municipal Exemption from
School Rates.
XII. Every Person paying Rates,
whether as proprietor, or tenant, who, on,
or before, the First day of February of
any year, shall have given notice to the
Clerk of the Municipality in which any
Separate School is situated, that he Is a
Roman Catholic and a Supporter of such
Separate School, shall be exempted from
the payment of all Rates imposed within
also be elected for three years, except
that, at the end of each of the two first
years, one of the Trustees shall retire,
and be replaced, or re-elected, by such
Dissentients; children from other School
Districts, of the same Faith as the Dis-
sentients, for whom* the School was estab-
lished, may attend the same, whenever
such Dissentients shall not be sufficiently
numerous in any District to support a
School alone; Provided that the individ-
uals of the dissentient minority shall not
be elected nor serve as School Commis-
sioners, nor vote at the election of the
School Commissioners; and that, in likr
manner, the individuals of the majority
shall not be elected nor serve as School
Trustees, nor vote at their election.
Restriction as to Visitors.
XXXIII. No Priest, Minister or Ec-
clesiastic shall be entitled to visit any
School belonging to any inhabitants not
of his own Persuasion, except with the
consent of the Commissioners, or Trus-
tees, of such School.
School Corporations in Quebec and
Montreal.
XLII. And be it enacted, That in Que-
bec and Montreal the Corporation shall
appoint twelve School Commissioners, (if
they have not already been named under
the authority of the Act passed in the
last Session of the Provincial Parliament
concerning Elementary Education), six of
whom shall be Roman Catholics and six
Protestants; and such Commissioners
shall form two separate and distinct Cor-
porations, the one for Roman Catholics,
and the other for the Protestants, and
one half of each oif the said Corporations
shall be renewed annually by the said
Corporation.
Examiners in Quebec and Montreal for
granting Certificates.
L. And be it enacted, That there shall
ibe in each of the Cities of Quebec and
Montreal, a Board of Examiners com-
posed of fourteen Persons chosen in as
fair and equitable a manner as possible
from among the different Religious De-
nominations, the Members of which Board
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857. 117
such Ward, or School Section, for the
support of Common Schools and of Com-
mon 'School Libraries for the year then
next following, and every Clerk of a
Municipality, upon receiving any such
notice, shall deliver a Certificate to the
Person giving the same, to the effect that
such notice has been given, and shewing
the date of such notice; tout any Person
who shall fraudulently give any such
notice, or shall wilfully make any false
statement therein, shall not secure any
exemption thereby, but shall, on the con-
trary, be liable to a penalty of Ten pounds
currency, recoverable, with costs, before
any Justice of the Peace at the suit of
the Municipality interested: Provided
always, that nothing herein contained
shall exempt any such Person from paying
any Rate for the support of Common
Schools, or Common School Libraries, or
for the erection of a School-house, or
School -houses, which shall have been Im-
posed before such Separate School was
established.
Conditions of receiving aid from Legis-
lative Grant.
XIII. Every Separate School estab-
lished under this Act shall be entitled
to a share in the Fund annually granted
by the Legislature of this Province for
the support of Common Schools, accord-
ing to the average number of pupils
attending such School during the twelve
next preceding months, or during the
number of months which may have
elapsed from the establishment of a new
Separate School, as compared with the
whole average number of pupils attend-
ing School in the same City, Town, Vil-
lage, or Township: Provided always, that
no Separate School shall be entitled to
a share in any such Fund unless the
average number of pupils so attending
the same is fifteen, or more, (periods of
epidemic, or contagious, diseases ex-
ceipted) : Provided also, that nothing
herein contained shall entitle any
such Separate School within any City,
Town, Village, or Township, to any part,
or portion, of school moneys arising, or
accruing, from local Assessment for Com-
mon School purposes within any such
City, Town, Village, or Township, or the
shall be appointed by the Governor-in-
Council, through the Superintendent of
Schools, and of whom one half shall con-
sist of Roman Catholics, and one half of
Protestants, and who shall compose a
Board of Examiners, to examine Teachers,
and to deliver, or refuse, to each, as the
case may require, a License, or Certificate
of Qualification, after due examination;
and the said Board shall be divided into
two divisions, one of which shall be com-
posed of seven Roman Catholics, and the
other of seven Protestants, each of which
divisions shall separately perform the
duties hereinafter imposed upon them;
Provided nevertheless, that every Priest,
Minister, Ecclesiastic, or person forming
part of a Religious Community instituted
for Educational purposes, and every per-
son of the female sex, shall be, in every
case, exempt from undergoing an exam-
ination before any of the said Boards;
and provided also, that neither the pos-
session- of a Certificate of Examination
before one of the said Board, nor any
exemption from Examination, shall
oblige the School Commissioners, or Trus-
tees, to accept a Teacher who does not
suit them. [These Boards have been
since increased.]
12TH VICTOBIA, CHAPTER 30, OF 1849.
Assessment for Dissentient Schools, Fees,
Grant, etcetera.
XVIII. And be it enacted, That any
thing in the Twenty-sixth 'Section of the
said above cited Act, or in any other part
of the said Act contained, to the contrary
notwithstanding, whenever the Trustees
of Dissentient Schools shall have been
chosen, and shall have established one,
or more, Dissentient Schools, in any
School Municipality, and the said Trus-
tees shall not be satisfied with the
arrangements antecedently made by the
•School Commissioners of the said Muni-
cipality, relative to the recovery and the
distribution of the Assessment, they may,
toy a written declaration to that effect,
addressed to the President of the School
Commissioners, at least one month before
the First day of January, or July, in
any year, acquire the right of receiving
themselves, for the following and all
future years, during which they shall
118
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
County, or union of Counties, within
which such City, Town, Village, or
Township, is situate: Provided also, that
if any Separate .School shall not have
been in operation for a whole year, at
the time of the apportionment, it shall
not receive the sum to which it would
have been entitled for the whole year, but
only an amount proportional to the time
during which it has been kept open.
Apportionment based on half yearly
Returns.
XIV. The Trustees of each Separate
School shall, on, or before, the Thirtieth
day of June and the Thirty-first day of
December, of each year, 'transmit to the
Chief Superintendent of Schools for
Upper Canada a correct Statement of the
names of the children attending such
School, together with the average attend-
ance during the six next preceding
months, or during the number of months
which may have elaipsed since the estab-
lishment thereof, and the number of
months it shall have been so kept open,
and the Chief Superintendent shall, there-
upon, determine the proportion which tne
Trustees of such Separate Schools will be
entitled to receive out of such Legislative
Grant, and shall pay over the amount
thereof to such Trustees, and every such
Statement shall be verified under oath
before any Justice of the Peace for the
County, or union of Counties, within
which such Separate School is situate by
at least one of the Trustees making the
same.
Trustee's election void in certain cases.
XV. Bait the election of any Trustee,
or Trustees, made under this Act shall
become void, unless a Separate School be
established under his, or their, manage-
ment within two months from the elec-
tion of such Trustee, or Trustees.
Restriction as to voting at Common
School Elections.
XVI. And no Person subscribing to-
wards the support of a Separate School,
or sending children thereto, shall be
allowed to vote at the election of any
Trustee for a Common School in the City,
continue to be such Trustees of Dissen-
tient Schools, according to law, the
Assessment levied on the inhabitants so
dissentient, who shall have signified their
dissent in writing, conformably to the
said above cited Act, or who shall here-
after signify the same at the times and
in the manner hereinbefore provided, and
the said Trustees shall, in such case, be
entitled to obtain a copy of the Assess-
ment in force, of the list of children
capable of attending School, and of other
Documents in the hands of the School
•Commissioners, or of the Secretary-Treas-
urer, and connected with the future
Government of Dissentient Schools; the
said Trustees may and shall also receive
the amount of the monthly Fees, payable
in respect of the children of such dis-
sentient Parents, or Masters, and may in-
stitute all suits, or prosecutions, and do
all other things necessary for the re-
covery of the said Assessments and
monthly Fees; and they, the said Trus-
tees, shall be a Corporation for the pur-
poses of their own Dissentient Schools
and School District, and shall be entitled
to receive from the 'Superintendent shares
of the General School Fund bearing the
same proportion to the whole sums
allotted, from time to time, to such Muni-
cipality as the number of children attend-
ing such Dissentient Schools bears to the
entire of children attending school in
such Municipality, at the same time, and
a similar share of the Building Fund; and
the said Trustees shall have the right
to constitute their own School Districts,
independently of the School Districts es-
tablished by the Commissioners aforesaid,
and shall have the same rights, and shall
be subject to the same duties and penal-
ties as the said School Commissioners, in
respect of the collection and application
of the moneys by them received, of the
rendering and examination of their
Accounts, and of all other matters what-
ever in reference therto, and may be re-
moved and others appointed by the
Governor-inOouncil, or by the Superin-
tendent of Schools in all those cases in
which School Commissioners are liable to
be so dealt with; Provided always, that
if, after such declaration of separate
management, there should be no subsist-
ing Assessment, or if the Assessment
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS, 1857.
119
Town, Village, or Township, in which
such Separate School is situate.
FROM THE COMMON SCHOOL ACT, OF 1850,
13TH AND 14TH VlCTOKIA, CHAPTER 48.
Election of Trustees — No restriction in
the selection,
VI. And be it enacted. That at every
Annual School Section Meeting in any
Township, as authorised and required to
foe held by the Second Section of this
Act, it shall be the duty of the Free-
holders, or Householders, of such Section,
present at such Meeting, or a majority
of them, —
Thirdly. (A) To elect one, or more
Persons as Trustee, or Trustees, to fill
up the vacancy, or vacancies, in the
Trustee Corporation, according to law:
Provided always, that no Teacher in such
Section shall hold the office of School
Trustee.*
Foreign Books — Religious Instruction.
XIV. And be it enacted, That no
Foreign Books in the English branches
of education shall be used in any Model
or Common, School, without the express
permission of the Council of Public In-
struction; nor shall any pupil in any
such School be required to read, or study,
in, or from, any Religious Book, or join
in any Exercise of Devotion, or Religion,
which shall be objected to by his, or her,
Parents, or Guardians; Provided always,
that within this limitation, pupils shall
be allowed to receive such Religious In-
struction as their Parents and Guardians
shall desire, according to the General
Regulations which shall be provided
according to Law.
Authorized Text Books.
XXIX. And be it enacted, that it shall
be the duty of each County Board of Pub-
lic Instruction:
Thirdly. (D) To select, (if deemed ex-
pedient), from a list of Textbooks recom-
*By the Fourteenth Section of the Sup-
plementary School Act of 1853, no Local
Superintendent can be a Trustee in a School
Section; and by the Sixth proviso in the
Fourth Section of the same Act, Support-
ers of Separate Schools are ineligible as
Trustees of Public Common Schools.
should not appear to them a proper one,
the said Trustees may, in the months of
July and August in each year, proceed to
make such Assessment for the future,
conformably to the said Act upon the in-
habitants, so dissentient, as aforesaid;
And provided also, that the said Trustees
shall be, and they are hereby held to fur-
nish to the Superintendent a written
statement, under the oath of at least two
of them, of the number of children attend-
ing such Dissentient Schools at least one
month previous to the First days of
January and July, to enable the said
Superintendent to make the proiper appor-
tionment of the said General and Build-
ing Funds.
13TH AND 14TH VICTORIA, 'CHAPTEB 97, OF
1850.
Government Inspectors of Schools.
III. That it shall be lawful for the
Governor to appoint, from time to time,
and for such period as he shall deem
necessary, in each of the Districts of
Lower Canada, one, or more, competent
Persons as Inspectors of Common Schools
therein, whose duty shall be to visit each
School Municipality in the District, or
section of a District, for which he shall
be appointed, to examine the Schools,
School Teachers and School Houses there-
in,— to inspect the Accounts of the Secre-
tary-Treasurer and the Register of the
School Commissioners of every such
Municipality, — and generally to ascertain
whether the provisions of the existing
School Laws are there carried out and
obeyed.
Municipal aid to Schools in Quebec and
Montreal.
IX. That, in the Cities of Quebec and
Montreal, no Rate shall be imposed, or
levied, for the purpose of Common
Schools, but that the €ity Treasurer of
each of the said Cities, shall, out of the
moneys in his hands forming part of the
funds of the Corporation of such City,
from whatever source such moneys are
derived, (all Laws, or Rules, or By-laws
of the Council of such Corporation, to the
contrary, notwithstanding,) pay to the
120
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
mended, or authorized, by the Council of
Public Instruction, such Books as they
shall think Ibest adapted for the use of
the Common Schools of euch county, or
Circuit; and to ascertain and recommend
the best facilities for procuring such
Books.*
DEPARTMENTAL REGULATIONS ON THE SUB-
JECT OF ROMAN CATHOLIC SEPARATE
SCHOOLS.
respective Boards of School Commission-
ers of such City, and in .proportion to the
population of the Religious Persuasion
represented by such Boards respectively,
a sum equal in amount to that appor-
tioned to such City out of the Common
School Fund, to ibe employed by and
for the purposes of the Common
Schools, under the direction of such
Boards of School Commissioners respect-
ively, etcetera.
1. When a Roman Catholic Separate
School is established, as provided in the
Roman Catholic Separate School Act of
1855, 18th Victoria, Chapter 131, it will
be necessary for the Trustees to transmit
the notice of its establishment, having
the Certificate and Endorsement of the
Reeve of the Township, or of the Chair-
man of the Board of School Trustees of
the City, town, or Village, to the Chief
Superintendent of 'Schools, so that the
Department may be apprized of the legal
existence of the School, and be enabled
to transmit to the Trustees the necessary
blanks, and also to reserve a portion of
the Legislative School Grant for the
School.
2. When the 'Separate Schools in the
Wards of a City, or Town, become united
under one Board, as provided for in the
7th Section of the said Act, the Board of
Trustees should send a copy of the news-
paper containing such notice to the Chief
Superintendent of Schools.
3. The Educational Department will not
be able to recognize any Roman Catholic
Separate School neglecting to comply with
the foregoing Regulations in regard to
the establishment and union of such
Schools.
4. Nor will any such Separate School
be entitled to share in the 'Legislative
School Grant, unless the half-yearly
Returns, required by the Fourteenth Sec-
tion of the said Act, be transmitted to the
Chief Superintendent of Schools within a
month after the expiration of the half
year, to which they refer.
•The authorized Text-books are those
published under the direction of the Com-
missioners of National Education in Ire-
land, and are prepared by competent and
experienced Masters. — See Lower Canada.
9iH VICTORIA, CHAPTER 127, OF 1846.
Text Books — Religious Instruction.
XXI. And oe it enacted, That it shall
ibe the duty of the School Commissioners
in each Municipality, —
Fifthly, To regulate the Course of
Study to be followed in each School, — to
provide that no other Books be used in
the Schools under their jurisdiction but
those approved and recommended by the
Board of Examiners hereinafter estab-
lished,— and to establish General Rules
for the management of the Schools and
to communicate them in writing to the
respective Teachers, — to fix the time of
the Annual Public Examination, and to
attend at the same; Provided that the
Cure", Priest, or officiating Minister, shall
bave the exclusive right of selecting the
Books having reference to Religion, or
Morals, for the use of the Schools for
children of his own Religious Faith.
12TH VICTORIA, CHAPTER 50.
Eligibility of Clergymen as Trustees.
VI. And be it enacted, That the Clergy-
men of all Religious Denominations in
each School Municipality shall be eligible
to be such Commissioners without any
property qualification; any Law, or
Statute, to the contrary notwithstanding.
CIRCULAR OF THE SUPERINTENDENT OF
EDUCATION FOR LOWER CANADA.
Dated the 15th June, 1846.
In those localities where a difference of
Religious Belief exists, it is of import-
CONFIDENTIAL REPORT ON THE ONTARIO SEPARATE SCHOOLS., 1857. 121
CIRCULAR FROM THE CHIEF SUPERINTENDENT
OF EDUCATION TO THE TRUSTEES OF
ROMAN CATHOLIC SEPARATE SCHOOLS
IN UPPEB CANADA.
Dated the 18th of June, 1855.
GENTLEMEN, — You will herewith receive
a copy of "An Act to amend the Laws
relating to Roman Catholic Separate
Schools in Upper Canada." For the pro-
visions of this Act, I am not entitled to
either praise, or blame, as I never saw it
until it appeared in print, after its intro-
duction into the Legislature. I have ever
believed and maintained that the pro-
visions of the Law, as previously exist-
ing in respect to Separate Schools, were
conceived in a kindly feeling, and were
equitaible and liberal. I am so persuaded
still. But these provisions of the Law
having ibeen complained of by Bishops
of the Roman Catholic Church, the new
Separate School Act is the result — an
Act which, while it maintains our Pub-
lic School System inviolate, and even
places it upon a firmer and broader foun-
dation than that upon which it rested
before, yet confers upon Members of the
Roman Catholic Persuasion, powers and
distinctions which are not possessed by
any class of Protestants in Upper Canada,
and which their own Representatives
would never consent to confer upon
them.
2. While, in our Public Schools, the
Religious Rights and Faith of pupils of
all Persuasions are equally protected, and
while I .am persuaded of the superior ad-
vantages of those Schools, in respect to
both economy and all the appliances of
instruction, I shall, on this very account,
in addition to the obligations of official
duty, do all in my (power to lessen the
disadvantages of those who prefer
Separate Schools, and secure to them
every right and advantage which the
Separate School Act confers.
3. I have prepared blank forms of Semi-
annual Returns, which you are to make to
me, and on the receipt of which I will
determine and pay half-yearly the sums
from the Legislative School Grant to
Roman Catholic Separate Schools. To
enable me to do so the more readily it
will be necessary for you to appoint some
ance that the Books employed for the
purpose of inculcating principles of
Morality and Religion, should contain
nothing having relation to any Faith in
particular. I conceive it, therefore, my
duty to recommend the adoption for the
use of Schools of the Books which, under
similar circumstances, are employed in
the Schools in Ireland. These are cer-
tainly, according to general belief, the
best Books that could be used in the Com-
mon Schools for the purpose of imparting
to children of different Religions the
requisite degree of instruction.
It must be understood that Dissentient
Schools are only entitled to a share of the
School Grant proportionate to the num-
ber of children between the ages of five
and sixteen years, who have attended
School, and belonged to dissentient in-
habitants residing in the Scholastic Muni-
cipality. See 18th Section of the Act,
12th Victoria, Chapter 50.
Dissentient Schools should, in all cases,
be governed by three Trustees named for
the purpose by the dissentient inhabit-
ants, as was done under the last Act.
There ought to be but one body of Trus-
tees for all the Dissentient Schools in
each Scholastic Municipality.
The Trustees of Dissentient Schools
have the same duties to fulfil, and the
same powers to exercise, as the Commis-
sioners for the government of Schools
under their control. See 26th Section of
the Act, 9th Victoria, Chapter 27, and the
18th Section of the Act, 12th Victoria,
Chapter 50.
They ought to report to this Office re-
specting the Schools under their control
at the same period as is designated by
the Law for the performance of that
duty by the School Commissioners.
They ougnt also to render an account
of the manner in which they have ex-
pended that part of the Government
Grant placed at their disposal.
They should exact from the Teachers
the keeping of a Journal similar to that
required from the Teachers of Schools
under the control of the Commissioners.
It will be observed, however, that the
21st Section of the Act, 9th Victoria,
Chapter 27, placing at the disposition of
School 'Commissioners all the Lands and
122
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAEIO.
person in this City to receive and give
duplicate Receipts for the sums payable
to your School, according to law. The
blank Power of Attorney enclosed in
duplicate can, therefore, be filled up and
presented by your Agent to this Depart-
ment. The enclosed Semi-annual Returns
for Roman Catholic Separate Schools are
precisely the same as those required of
the Trustees of our Public Schools. The
annual Reports required from Trustees of
Roman Catholic Separate Schools are
also the same as those required from
Trustees of the Public Schools.
4. On application, I will furnish you
with 'School Registers, ajnd herewith trans-
mit to you also blank Returns for the
first six months of the current year.
I will also supply your School with Maps,
Apparatus and Libraries upon the same
terms as the Public Schools; that is, I
will add one hundred per cent, to what-
ever sum, or sums, you may forward for
such Maps, Apparatus, or Library Books,
as you may select from the descriptive
and general Catalogues of the Depart-
ment.
5. The several Sections of the Separate
School Act are clearly and simply ex-
pressed; but should any doubts arise as
to your duties, or proceedings, I shall be
happy to give you every information in
my power.
6. As the Fourteenth Section of the
Act referred to requires me to base the
apportionment of each six months upon
the Semi-annual Returns of the previous
year, and as I am anxious to ensure the
utmost correctness in making the appor-
tionment for the current year, I will
thank you to have the kindness to fill up
and return, to this Department, the en-
closed blank Return, relative to school
attendance of last year. The information
is not in the possession of this Depart-
ment, but it can be easily compiled from
the School Records in your possession.
School Houses acquired, given to, or
erected, under the authority of former
Education Acts, or of the present Act,
gives no power, or right, to the Trustees
of Dissentient Schools to demand the use,
or possession, of the like Property, unless
they were in possession of the same at
the time of the passing of this Act.
The present Act authorizes the estab-
lishment of Dissentient Schools only upon
the ground of Religious difference, and
to the inhabitants only forming the
minority.
In all their Communications with this
Office, the Trustees of Dissentient Schools
will <be governed by the same rules as the
School Commissioners.
Instructions to Inspectors of Schools.
The School Inspectors, according to the
true intent of the Act, 14th and 15th
Victoria, Chapter 97, will visit all the
Schools in operation in the School Muni-
cipalities within the limits of their re-
spective jurisdiction.
3. The Inspectors will also specify
whether the Schools are held under the
control of the School Commissioners, or
under that of the Dissenting Trustees, if
they are Common Schools frequented by
children both of Catholic and Protestant
parentage, if they are Mixed Schools,
frequented by children of both sexes,
without distinction either of Origin, or
Religion.
17. The Inspectors will visit all the
School Houses built under the control of
the Commissioners of Schools, or of the
Dissenting Trustees, as well as the Lands
upon which they are situated, etcetera.
EXPLANATORY REPORT ON THE ONTARIO SEPARATE SCHOOL LAW, 1858. 123
SPECIAL EXPLANATORY REPORT ON THE SEPARATE SCHOOL PROVISIONS OF THE
SCHOOL LAW OF UPPER CANADA, FOR THE INFORMATION OF MEMBERS OF
THE LEGISLATURE, 1858.
On receipt of this Confidential Report by Sir Edmund Head, he requested
Doctor Ryerson to proceed to Quebec to confer with the Members of the Govern-
ment and His Excellency on the subject of Separate Schools, especially as a move-
ment was then being made at the Capital by Bishop de Charbonnel to have some
modifications, which he suggested, made in the provisions of the Tache Separate
School Act.
After conferring with His Excellency and the Attorney General, (Sir John
Macdonald,) on the subject, Doctor Ryerson was strongly impressed with the
desirability of furnishing the Members of the Government, and also those of the
Legislature, with the fullest information in his possession on the subject of Separate
Schools generally, and with his views on the then movement to reopen the Question.
On his return from Quebec, therefore, he prepared an elaborate Special Report
on the subject, which was laid before the House of Assembly in May, 1858, and
ordered to be printed. This Special Report and Confidential one to the Governor
General contain not only an historical resume of the Separate School Question,
but also in the latter an elaborate comparison of the Separate School System of
Upper Canada with that of the Dissentient School System of Lower Canada.
In transmitting this Special Report on Separate Schools to the Provincial
Secretary, to be laid before the House of Assembly, Doctor Ryerson wrote to the
Secretary as follows : —
I have the honour to submit, for the information of the Governor General-in-Council
and the Members of the Legislature, the following Special Report on the Separate
School provisions of the School Law of Upper Canada, and the measures which have
been adopted to supply the School Municipalities with Text Books, Apparatus, and
Libraries.
I have thought it my duty, once for all, to lay before the Government and the
Legislature the fullest information at my command on these subjects, — presenting,
as they do, features of our System "of Public Instruction which, (excepting that of
Separate Schools), have attracted little public attention, and are, perhaps, less under-
stood, if not less appreciated, than some other parts of our Public School System. From
the following Report it will be seen that what I have done in regard to providing
Public Schools and Municipalities with Apparatus and Libraries, has been .done after
the most careful enquiry and consideration, and in accordance with the best example
and highest authority both in England and in the neighboring States.
PROVISIONS OF THE LAWS OF 1841, 43, RELATING TO SEPARATE SCHOOLS IN UPPER CANADA.
In the first School Act which was passed by the Legislature, at its first Session, in
1841, after the Union of Upper and Lower Canada, provision was made permitting the
establishment of Separate Protestant and Roman Catholic Schools under certain cir-
cumstances. This Act applied equally to Upper and Lower Canada; but it was »ot
found equally applicable to both sections of United Canada, and, therefore, in 1843,
an amended Upper Canada School Act was passed, having been introduced into the
Legislature by the Honourable Franci^ Hincks, then Inspector General. Its provisions
relating to Separate Schools were in the following words: —
" LV. And be it enacted, That in all cases wherein the Teacher of any such School
shall happen to be a Roman Catholic, the Protestant inhabitants shall be entitled to
have a Teacher of their own Religious Persuasion, upon the application of ten, or more,
124 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
resident Freeholders, or Householders, of any School District, or within the limits
assigned to any Town, or City, School; and in like manner, when the Teacher of any
such. School shall happen to be a Protestant, the Roman Catholic inhabitants shall
have a Separate School, with a Teacher of their own Religious Persuasion, upon a
like application.
"LVI. And be it enacted, That such applications shall be made in writing, signed
with the names of each resident Freeholder, or Householder, and addressed and de-
livered to the Township, Town, or City, Superintendent; and such application shall
contain the names of three Trustees who shall be the Trustees of such Separate School;
and, upon the compliance of such Trustees, and of the Township, Town, or City, Super-
intendent, with the requirements of this Act, such School shall be entitled to receive
its share of the Public Appropriation, according to the number of children of the
Religious Persuasion who shall attend such Separate School, which share shall be
settled and adjudged 'by the Township, Town, or City, Superintendent, subject to an
appeal to the County Superintendent; and all such Separate Schools shall be subject
to the visitations, conditions, rules and obligations, provided in this Act with reference
to other Common -Schools, or to other Town or City Schools established under this
Act."
NOTE. — Here follow in this Special Eeport to the Government extracts from
the several School Acts which were passed from time to time, in which provision
was made for Separate Schools. Doctor Kyerson then proceeds with this Keport,
as follows: —
1. In the Winter of 1852 and 1853, I made an Official Tour of Upper Canada, and
held, by appointment, a Public School Meeting in each County, — having previously
prepared the first Draft of the Supplementary School Act of 1853. On the provisions
of that Draft of Bill, I consulted the most intelligent and experienced men in School
matters in the several Counties, and especially on the clauses of the Fourth Section
of the .Supplementary School Act of 1853. I think I am warranted in saying that those
intelligent men of all parties, whom I consulted without reserve, unanimously agreed
to those Sections of the Separate School Section of the Draft Bill, but, were also
strongly of the opinion, with myseilf, that no further concession in that direction should
be made under any circumstances, or could be made, without endangering the whole
National School System, and violating individual and Municipal rights. After having
completed my Tour, I proceeded to Quebec in March, 1853, to submit to the favour-
able consideration of the Government the Draft of Bill, as revised and improved by
extensive consultations with practical men in all parts of Upper Canada, — stating it,
as a result of much consultation, — that the Fourth Section of it was the largest and
last concession that could be obtained from Upper Canada on the subject of Separate
Schools. I conversed on the subject with the leading men of all parties in the Legis-
lature. The Bill was introduced and passed without a division, and became the Sup-
plementary School Act of 1853. After the passing of that Act the Roman Catholic
Ecclesiastics and the Newspaper Press under their control, expressed their satisfaction
with, and eulogized the Separate School section of it. But some of them soon recom-
menced an agitation on new issues.
2. At length, in 1855, the provisions of the preceding Acts, so far as they related
to Roman Catholic Separate Schools, were superseded by the present Roman Catholic
Separate School Act, prepared [by Solicitor General Drummond of Lower Canada],
under the auspices of certain Roman Catholic Ecclesiastics, and introduced into the
Legislature by the Honourable Colonel Tache", — .the first time that Lower Canada in-
fluence was invoked and employed to control legislation on the Educational Affairs
of Upper Canada. But the provisions of this Act, as modified under the auspices of
the Attorney General for Upper Canada, and in accordance with the wishes of the
Upper Canada Members of the Legislature, having been restricted to the Roman
Catholics, under the sanction of certain of whose Ecclesiastical Dignitaries it was
EXPLANATORY REPORT ON THE ONTARIO SEPARATE SCHOOL LAW, 1858. 125
prepared, are, in my opinion, quite as consistent with the integrity and efficiency of
our General School System as the Separate School provisions of the preceding School
Acts, and not so convenient for the supporters of Separate Schools as the Fourth
Section of the Supplementary School Act of 1853.
3. In connexion with this sketch of legislation respecting Separate Schools, two,
or three, remarks are required. The first is, that, until 1850, the leading Men and
Newspaper Press of all parties acquiesced in the Separate School provisions of the
Law. I do not recollect that there was even a discussion on the subject, either in,
or out, of Parliament, or any objection to it from any quarter.
4. A second remark is, that, until 1852, Separate Schools were never advocated
as a theory, much less as a doctrine, and less still as an article of faith. No parent
was ever considered guilty of sin, much less of " mortal sin," for sending his child
to a Public, or Mixed, School. A Roman Catholic Separate School was authorized by
law only when the Teacher of the Public School was a Protestant, and vice versa. No
attack upon, or objection to, the moral character of the Public Schools was then
made, although they were then much more defective morally, as well as otherwise,
than now. Separate Schools were designed for, and almost, if not entirely, confined
to, places where the then strong, (more so than now), and often exasperated, feelings
between the Irish Protestants and Roman Catholics did not permit them to unite in
the school education of their children. As late as 1851 a Roman Catholic Prelate
and Vicar General, in desiring the provision in the Honourable John Ross's Act above
referred to, averred that they did not desire Separate Schools, they only wanted pro-
tection from insult and injustice; so that they might say to Trustees of Public Schools,
that if Roman Catholic children were not treated as fairly as others they would
establish Separate Schools; and, after the passing of that Act, the same Prelate and
Vicar General called upon me to express their thanks for the part I had taken in pre-
paring and recommending it for them. But what was before had recourse to, under
certain circumstances, was afterwards demanded without reference to circumstances;
and what was before desired as a protection against insult and oppression, was after-
wards announced as a doctrine of conscience, and advocated as an instrument of Re-
ligious propagandism.
5. This leads me to a third remark, namely, that certain dignitaries of the Roman
Catholic Church in Upper Canada, for whose Members the Separate School provisions
of the School ,Law were specially designed, have assumed since 1852, a threefold posi-
tion, essentially different from what they had ever before professed. (1) They have
advocated Separate Schools, (not as a protection against wrong in particular cases,
but) as an Institution and Agency of their Church, and as a Dogma of Faith and a
Rule of Duty, binding upon all their adherents, and in all places. (2) They have
advocated the support of these Schools by Municipal Taxation, as well as by Legis-
lative Grant, and that according to the number of their Church population, and not
according to the number of children they might teach, or even according to the num-
ber of those who might desire Separate Schools for their children, — thus leaving their
own Church adherents without any right of individual choice, and the Municipalities,
or Common School Trustees, "without any power to levy a School Rate, to erect a
School House, or furnish a School, or support a Teacher, or for any School purpose
whatever, unless a corresponding sum, according to population, was given in support
of the Roman Catholic Church Schools. (3) They have, in order to build up their
own Schools at the expense of the Public Schools, and to promote the other objects
of their Church organization, attacked the character of the Common Schools generally
as nurseries of vice, rather than of virtue; as sinks of iniquity, instead of fountains
of knowledge; and avowed their great and ultimate object to be the destruction of the
National School System of Upper Canada, and have invoked aid from Lower Canada
to accomplish it.
6. To show that I am quite correct in my remarks in reference to the first of the
positions above stated, it is only necessary to recollect the means which the Roman
126 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAEIO.
Catholic Bishop of Toronto employed to enforce his Church Teachings, when, in an
Official Circular to the Clergy and Laity of his Diocese, he said: —
" Catholic Electors in this Country, who do not use their electoral power in behalf
of Separate Schools- are guilty of mortal sin. Likewise Parents who do not make the
sacrifices necessary to secure such Schools, or send their children to Mixed Schools.
Moreover, the Confessor who would give absolution to such Parents, Electors, or Legis-
lators, as support Mixed Schools to the prejudice of Separate Schools, would be guilty
of a mortal sin."
7. I may also add that each of the three Bills, prepared and insisted upon by the
authority of several Prelates of the Roman Catholic Church, involved all, and a good
deal more, than is implied in the second of the above stated positions. And as to their
attacking the character and System of Public Schools in Upper Canada, the Roman
Catholic Bishop' of Toronto declaring them so " dangerous to faith and morals " that
it was "mortal sin" for a Roman Catholic Parent to send his children to them, was
but the signal of a whole volley of the fiercest attacks upon the Schools and School
System of Upper Canada by the Newspaper Press, and Clergy, under the endorsation
of certain Bishops of the same Church, avowing the destruction of those Schools, and
declaiming in the language of anticipated triumph that " the days of the Common
School System are numbered; its dissolution is only a question of time." (See the
Rev. J. M. Bruyere's Letters). The Montreal newspaper organ of the same party
(the " True Witness,") has avowed, again and again, that their object was the destruc-
tion of our Public School System, — designating our Schools as " hell-begotten Common
Schools " — declaring that " the public opinion, or strong feeling of Protestants of Upper
Canada in favour of the actual iniquitious School System of that section of the Province
is in our ears but the blatant bellowing of a brutal and ignoble rabble," and concluding
with the words " come what may, state schoolism must be crushed." (Montreal True
Witness," February 19th, and March 5th, 1858.)
8. It would have been unjustifiable for me to introduce into this Report such epithets
and language in regard to the Schools and Protestant inhabitants of Upper Canada,
were they not mere samples of the spirit and style of the publications from which they
are selected, during the last three, or four, years, and were not that publication the
recognized organ of those who have assailed our Public School System, — 'Bishops and
Clergy publicly subscribing to sustain that paper, and recommending it to the " Catholics
of the Province," eulogizing the invaluable services rendered by the True Witness " to
religion and society," and declaring, as in the language of a public Meeting presided
over by Mr. T. D. McGee, M.P.P., " that the discontinuance of the True Witness, under
any circumstances, would be an immense misfortune to the whole Catholic public of
Canada."
9. Considering that, for more than ten years, no dissatisfaction had been expressed
by any party with the Separate School provisions of our School Law, and that all parties
had consented to their introduction and continuance, and that these provisions, as
has been shown by the most minute analysis and comparison, are, as a whole, more
favourable to Separate Schools in Upper Canada .than the corresponding provisions in
the Lower Canada School Law are to the Dissentient Schools of that section of the
Province; and considering the new positions assumed by the advocates of Separate
Schools, their attacks upon the character of the Public Schools and great majority of
the people of Upper Canada, their efforts to subvert the Educational System of Upper
Canada by means of Lower Canada votes, to be given under Episcopal penalties, it is
not surprising that a deep and general feeling should be awakened In the western section
of the Province, and that many Persons, who have been all along assenting parties
to the Separate School provisions of the Law, should, in retaliation lor Insults, and as
a measure of self-defence, resolve to do all In their power to sweep those provisions from
the Statute Book.
10. But in this view I cannot concur; and I entreat the attention of the friends
of our System of Public Instruction In Upper Canada of all parties to the following
facts and considerations: —
EXPLANATORY REPORT ON THE ONTARIO SEPARATE SCHOOL LAW, 1858. 127
(1) In connexion with these Separate School provisions, our Public School System
has been established, has been developed, and has advanced and extended beyond pre-
cedent, or parallel, in any other Country. In a few rural Sections some temporary,
or local, inconvenience may be experienced from them; but, in the Cities and Towns
it may be questioned whether the character and efficiency of the Public School's are
not rather promoted by the existence of Separate Schools. Certain it is, that, if any
educational, intellectual, or social, disadvantages are connected with the existence of
Separate Schools, it is on the side of those who establish and have recourse to them,
and the community at large is only affected and interested by the voluntary injuries
self-inflicted by a few. It is also certain that whatever may be the divisive spirit of
some Ecclesiastics, the spirit of the people at large, both Protestant and Roman Catholic,
as well as their interests, are to unity and co-operation, rather than to division and
isolation. It is the genius of our Government, it is the pervading spirit of all our
Municipal Institutions, and involves the essential elements of our progressive civilization.
Experience will teach the economy and immense intellectual, moral, social, and political
advantages of unity and co-operation in educational, as well as other, matters; and
experience will do more, through the understanding and the heart, than forced legisla-
tion can accomplish against the will and the prejudices if not, in some instances at
least, against the conscience.
(2) Nor should it be forgotten that, as long as the right of establishing Separate
Schools is claimed by, and granted to the Protestant minority in Lower Canada, the
right to establish Separate Schools ought not to be denied to the Roman Catholic
minority in Upper Canada, and on equal terms. Supposing it to be a disadvantage
to that minority in both cases, it is for the parties chiefly, and immediately, concerned
to judge, rather than for others. As long as these provisions do not impair the general
efficiency, or impede the progress of the National .School System, they may, at least,
be allowed to remain in the Statute Book, after having been so long in existence, and
being still desired by a considerable minority.
(3) Ought it not also to be recollected, that giving corporate powers to a number of
private individuals, or a large religious community, and taking away those corporate
powers, are two very different things; and though conferring them in the first place
may have been unwise and objectionable, yet depriving the parties of them, after
having received and employed them, may be still more unwise and objectionable .As
a general rule, corporate powers once bestowed upon any party are never resumed,
unless they are grossly abused, or perverted to injurious purposes. Very few of those
who have established 'Separate Schools, or who are likely to establish them, have been
the culpable aggressors upon the character and institutions of their fellow-citizens.
It would be a grave offence indeed on the part of one of our great Religious Communities
to require and justify the repeal of their College Charter, whether it were wise to grant
that Charter in the first place, or not; and it should be an offence equally grave that
would justify the repeal of the corporate rights granted for the establishment of the
less pretentious Separate Schools.
(4) Since the commencement of the present Session of the Legislature, the Lower
Canada Members of all parties, with few exceptions, have disclaimed the idea and the
doctrine of attempting to pass laws for Upper Canada against the wish of a majority
of its own Representatives. The ecclesiastical mandates and efforts to enlist a Lower
Canada crusade against the educational Institutions of Upper Canada have been prac-
tically repudiated by the enlightened Legislators of Lower Canada; and in the presence
of such a fact, and with such a guaranty, the Legislators of Upper Canada can afford,
and will, I am persuaded, be disposed, as also a great majority of the people, to be
generous as well as just, in regard to the provisions respecting (Separate Schools, and
give our Roman Catholic fellow citizens reason to be grateful, rather than complaining,
in respect to every thing affecting their rights, feelings and interests, that they are
associated in government and in all the rights and immunities of a free people, with
those, a fundamental principle of whose Religion is the right of private judgment and
128 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
liberty of conscience, and among whom " equal rights and privileges amongst all classes "
is a tradition of history. It is very true that, authorising the establishment of Separate
Schools by law, and aiding them out of Legislative School Grants, is granting to Roman
Catholics more than equal rights with other classes of the community, but it is better
to lean to the side of indulgence than to give any pretext for complaining of persecution.
The Protestant inhabitants of Upper Canada are well able to be generous and indulgent,
and they will have more to hope for and congratulate themselves upon by permitting
the Separate School provisions of the School Law to remain as they are, than by giving
the appearance of returning evil for evil by abolishing them.
11. My belief is, that in view of the past, present, and future, the Separate School
Sections of the School Law ought not to be interfered with, either by making an iota
of concession to the unreasonable demands of ultra-religious propagandists, or by taking
away an iota of the rights granted to, and possessed by, Roman Catholics during nearly
twenty years. I believe that by still maintaining the School Law inviolate in this
respect, the interests of the School System will be best consulted, as well as the social
happiness of Upper Canada. It was agreed by the Leaders of both parties in the
Legislative Assembly, in 1850, that the interests of education should not be made sub-
servient to the purposes of any political party, but should be identified with the well-
being of the Country at large, irrespective of political party. The School System has
been so administered and regarded, from the beginning to the present time; it has
grown up under successive Administrations of Government, and by the support of men
of all political parties. I believe that the greatest calamity that could happen to the
National School System of Upper Canada would be to identify it with any political
party, to degrade it into an engine, a battle ground, or football, of political party
conflict. This I have deprecated in successive Annual Reports, and I do so uiost
earnestly in this Special Report. The interests of national education are certainly
above those of political party, and what has been agreed by all parties to introduce
into the Statute Book, and to continue there for so many years, may still be allowed
to remain there without inconsistency, or compromise, of any party, especially as
aggression from Lower Canada Legislators is no longer to be apprehended, and as
Upper Canada cannot be otherwise 'than true to herself. Separate Schools, of which
there are 308 out of 3,742 Common .Schools, exist in only sixty-four out of 400 Munici-
palities in Upper Canada, and exist mostly in City, Town, and Village Municipalities,
where they certainly do no harm to anybody, except to those vho establish them. I
think the reasons for allowing the Separate School provisions of the Law to remain on
the Statute Book are stronger now than in past years, and I, therefore, respectfully
submit the propriety and wisdom of this course to the consideration of all parties and
of the Country at large.
TOBONTO, 20th of April, 1858. EGERTON RYEBSON.
THE ANGLICAN" SYNOD OF TOBONTO AND SEPARATE SCHOOLS.
At a Meeting of the Anglican Synod of the Diocese of Toronto in June, 1858,
Doctor James Bovell brought up the Report of a Committee on Separate Schools,
which he read as follows :
At the close of the last Synod a Committee was appointed to inquire as to what
modification could be made in the Upper Canada School Act of 1850 to render educa-
tion under that Act more acceptable to the Church of England than it is at present.
The Committee have the honour to report that in entering on the duties assigned to
them they have constantly kept before their minds the duty they owe to their Heavenly
Master, and that which directs them to live in dutiful obedience to their lawful Rulers.
Divesting themselves, therefore, of all factious, or unnecessary, opposition to
the Law of the land, they have endeavoured to discover the opinions of others, not
CHURCH OF ENGLAND SYNOD MEMORIAL ON EDUCATION, 1858. 129
only in Canada, but in England and the United States of America, with reference to
General Education; and aided by suoh light, as well as that which has been diffused by
the discussion of the question among ourselves, your Committee has arrived at the
conclusion that the time has now come, when a united effort should be made to secure
to the Church of England and Ireland in Canada the liberty to educate her youth,
wherever that Church has made provision for instruction, either in her capacity as
a Diocesan Church, or in her more limited sphere of Parochial organization. As
long as the Church of England in this Diocese advocated Separate Schools, without
giving evidence of her sincerity in making provision threfor, the question of her mem-
bers being exempt from Common School taxation, or, of their quota of the Educational
Tax being handed back for their separate management of Schools, was plainly one
of no small difficulty; but now that, in many instances, the Members of that Church
have taxed themselves for the erection of Buildings and putting in operation School
machinery, and are actually now carrying out a System of Education based on Christ-,
ian Doctrine and Discipline, Your Committee feel that it is not too much to hope that
the justice of the cause will commend itself to the Legislature, and the requisite relief
be granted.
Your Committee, therefore, beg leave to recommend that a respectful Memorial
be presented to the proper authorities, praying them so to amend the Upper Canada
Common School Act as to enable the Church of England and Ireland, wtherever Schools
are erected and established for Common School education by her several Congregations,
to have the quota of Common School Tax, w.hich Churchmen pay, assigned over to
their Schools for the sole purpose of education.
Your Committee further recommend that it be distinctly stated, that no opposition
would be offered to a Government Inspection of such Schools, with a view to assuring
the Authorities that the education given in their Schools was, in secular branc-hes,
efficient and good.
All of which is most respectfully submitted, with the following Draft of Memorial
to the Legislature.
TORONTO, June, 1858. JAMES BOVELL, Chairman.
SYNOD DRAFT OF MEMORIAL ON EDUCATION.
The Memorial of the Right Reverend the Bishop of Toronto, and the Members of
the Synod of the Diocese of Toronto in Diocesan Synod assembled, respectfully sheweth,
that your Memorialists believe that a very large proportion of the Common School
Tax in this Province is contributed by Members of the United Church of England and
Ireland; that Your Memorialists represent that they have, for many years, loyally
and patiently submitted to the operation of the Common School Law imposing this
tax, notwithstanding their conviction, that they were entitled to relief, as hereinafter
mentioned, and deserved to be placed in no wo>r<se position than t'hat enjoyed by the
Members of a Communion, which had for some time been blessed with the very estim-
able privilege, for which Your Memorialists have sought hitherto in vain, that several
Congregations of our Church, — notwithstanding the erection in their several Parishes,
or districts, of School Buildings, and that education as taught in them, is offered free
of charge, have been ready to 'tax themselves, and have taxed themselves, to build and
provide substantial parochial School Houses, capable of accommodating a very large
number of children — (as, in the City of Toronto upwards of one thousand), — with the
conscientious desire df carrying out the teaching of the Gospel of Christ by regular
Sunday and week-day training, and have further provided, and are about to provide, to a
still further extent, Teachers and all the necessary machinery for imparting a solid
secular and Christian Education to the children of the Church of England, Your Memori-
alists, therefore, pray that their conscientious objections to a merely Secular System of
Education, may be so far respected, as to cause the Upper Canada School Act to be so
amended as to enable the Schools established by the Church, aforesaid, to receive the
9
130 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
quota of Taxes paid by the resident Tax-payers who are Members of the Church of
England in the District, or Parish, in which such School has been erected.
And Your Memorialists, as, in duty bound, will ever pray.
TOBONTO, June, 1858. (To be signed by the Presiding Bishop.)
In moving that this Memorial be adopted, Doctor Bovell said that he was
certain that this is but a reasonable demand. It did not strike a blow at the
System of Education now in existence, but would give the Members of our Church
power to take advantage of the School Act under another mode. It had been
said that if they got the Bible into the 'Common Schools, that would satisfy them ;
but were they likely to get it? He saw no chance of it. The present system of
education had been tried and proved to be a failure. Why should they be com-
pelled to submit to a School System which, in their view, should utterly deprive
them of bringing up their Children in that way in which they should go. It
might be said that education could be given to Children at home. That was a
very plausible scheme at first sight, but who were they that did such a thing?
They were very few, he imagined. He, therefore, hoped that no division would be
taken on the subject, but they would be permitted to get what they all desired, —
that the Children would be instructed properly in the word of God, and be an
orderly, happy and religious people.
Mr. J. W. Gamble subscribed ex animo to the principles expressed by his
friend, who had spoken in reference to the Religious Teaching, which Children
should receive. But he had always been a strong advocate for the Common
School System, for he had seen the benefits which had been derived from it. ...
But provision was already made in the Statute, (relating to Cities and Towns),
for what they were now seeking, and for which they had the word of the Chief
Superintendent of Education. Under these circumstances it was far better to act
under the existing School Statute relating to Cities and Towns than to seek to
come out in favour of a Separate Church of England .Denominational School. To
do this was a far better course than to go down to the Legislature to ask for the
latter. . . . The Country was now well divided up into School Sections with efficient
Teachers, in many of which the Bible was read. (Cries of No, No.) Gentlemen
might say "no," "no," but he differed from them. The Bible was read in very
many of the Schools, and that was the best description of Religious Instruction
they could give them.
The Bishop said that he had always understood that the Bible might be allowed
in the Schools, but he never understood that it was profitably read
Mr. Gamble replied that he had never been in any of them in which the Bible
was not read and taught.
The Honourable John Hilly ard Cameron remembered that in 1846 he intro-
duced into Parliament a Measure which authorized the City and Town Councils
to determine "the kind and description of Schools" to be established in them,
and which, if acted upon, would enable their Church in all the 'Cities and Towns
in the Province to have their own Schools and Trustees; but it had never been
taken advantage of, although it was on the -Statute Book for two years. But, on
that point, what Mr. Gamble had said in regard to electing their own Trustees,
could be done under the present Statute; and, even if they had a' Separate School
System, it could not be carried out in rural districts. Let them not attempt a
thing and fail, but let them show from the earnest which they had given in the
erection of that School House in which they were assembled, that they were deter-
CHURCH OF ENGLAND SYNOD ON SEPARATE SCHOOLS, 1858. 131
mined to give the Children a Keligious Education. They should see well to the
?or{ of men they elected as their School- Trustees. But they should not go to the
Legislature ajid meet a rebuff that would paralyse their exertions altogether. All
knew that the Common School System had been a failure, in that it did not pro-
vide for the Children being compelled to go to School. He hoped Doctor Bovell
would withdraw his motion.
The Eeverend S. B. Ardagh would go with Doctor Bovell as far as getting
Church of England Schools established in the Cities, as could be done, and as
authorized by the Statute as Mr. Cameron had stated; but if they took up such
a Separate School System in the -Country they would lose education altogether.
He was Superintendent of Schools in four Townships, and not only was the Bible
introduced into the Schools, but they even got the Church Catechism also into
them.
At this stage of the discussion Doctor Bovell consented to withdraw his motion.
In the following September the Anglican Synod of the Diocese of Toronto
met in Kingston. At that Meeting Doctor Bovell proposed to petition the Legis-
lature on the Common School Act, when Honourable James Patton, seconded by
the Reverend Doctor Adamson, moved, that a Committee of three Clergymen and
three laymen be named by the Bishop to report as to the course of action which it
would be advisable to pursue in petitioning the Legislature, as proposed. The
Bishop then named the following Members of the Synod as such Committee : The
Reverends Doctor James Beaven, Stephen Lett, and J. G. Geddes; the Honour-
able J. H. Cameron, Doctor James Bovell and Mr. J. W. Gamble. Subsequently,
by this Committee a Resolution was unanimously adopted and submitted to the
Synod as follows: —
That a Petition be presented to the Legislature at its next Session, praying that
such alterations may be made in the Common School Acts of Upper Canada as shall
recognize Religious Instruction in the Schools, by authorizing the opening and closing
of the Schools with Prayer, the reading of the Bible, the use of the Lord's Prayer, Ten
Commandments, and Apostle's Creed, and the right of all Denominations of Christians
to impart Religious Instruction according to their Religious tenets to the children of
their own Persuasion, at specified times, set apart for that purpose; and that, if by
the School Law, as it now stands, the Members of the Church of England cannot have
Separate Schools in Cities or Towns, that such further amendments be prayed for, as
may remove any doubts that now exist as to the right of any Denomination of Protes-
tants to have Separate Schools in Cities and Towns, on compliance with the requisitions
of the Nineteenth Section of the School Act of 1850, whether the Teacher of the Common
School in any School Section in which such Separate School is demanded, be a Roman
Catholic or not. Carried.
SPECIAL CORRESPONDENCE IN REGARD TO SEPARATE SCHOOLS.
I. LETTER FROM THE REVEREND STEPHEN LETT, LL.D.
At our last Diocesan Synod the Lay Representative from the Parish of Woodbridge,
Mr. J. W. Gamble, asserted that he had your authority for stating that aid could be
obtained from the Public Fund for Separate Schools. . . .
Be kind enough to inform me what steps I should take to obtain aid from the
Public Fund for the maintenance of St. George's Church School.
TORONTO, April 14th, 1858. STEPHEN LETT, LL.D.
132 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
II. EEPLY TO THE FOREGOING LETTER BY THE CHIEF SUPERINTENDENT OF
EDUCATION.
I have the honour to acknowledge the receipt of your Letter of the*14th instant,
and to state in reply that what I have said in my Reports, and what, I dare say, I have
said to Mr. Gamble is this: that the Board of School Trustees in each City or Town, can
establish and maintain Denominational Schools if they please. The School Law of 1850,
Section 24, authorises each City and Town Board of School Trustees to " determine
the number, sites, kind and description of Schools which shall be established and
maintained in such City, or Town." If, therefore, the present Board of School Trustees
in this City, should think proper to establish Church of England, Roman Catholic,
Presbyterians and other Denominational Schools in this City, instead of the Non-
denominational ones now established, they could do so, and appoint a Committee of
three Members of the Church, for which the School was intended, to take the immediate
oversight of it, as provided in the Fifth clause of the Tweaty-fourth Section of the
School Act, of 185k
The School Law leaves it entirely with the Rate-paying electors in each City or
Town, through their Trustee Representatives, to determine what "kind, or description,
of Schools" they will have and how they will support them, without any restriction
whatever. The Board of the City School Trustees can, therefore, if they think proper,
recognize and contribute to support the School to which you refer, as one of the City,
according to the provisions of -the School Law to which I have referred. . . .
TORONTO, April 27, l/8>&8. EGRETON RYERSON.
III. THE CHIEF SUPERINTENDENT TO THE HONOURABLE GEORGE BROWN, M.P.P.
After briefly referring to Editorial Remarks on the Separate School Question
in The Globe Newspaper, Doctor Eyerson proceeds as follows :
2. ... In my correspondence with Bishop de Charbonnel and other Ecclesiastics,
since 1852, in my Annual Reports for 1854, 1855, in which I discussed the Separate
School provisions of the Law, both theoretically and practically, I have maintained
throughout that those provisions were not only just, as compared with the Dissentient
School provisions of the Law in Lower Canada, but all that could be granted to any
Religious Persuasion in Upper Canada, consistently with the acknowledged constitu-
tional principles of our System of general and local self-government. The Globe
has approvingly published in its columns the whole of my correspondence, . . . but
The Globe of this day, (not "compromises," but) reverses its former editorials on this
subject and now says:
" The Roman Catholics are perfectly right in asserting that, while they are promised
sectarian Schools, they are not permitted to have such machinery as would make them
fully operative, and reasonably ask for an extension of the privileges, in order to give
effect to the principle conceded in them."
This Statement of The Globe is an endorsation of all the charges which have
been made against the equity and liberality of the Separate School provisions of our
law, and involves, I deeply regret to say, (considering the source whence it emanates,)
a heavier blow against the integrity of our School System than any, and all, that have
been directed by Bishop de Oharbonnel, the Reverend Mr. Bruyere and the Montreal
True Witness. It is another lesson to the people that they must rely upon themselves
alone to maintain the integrity of a School System, which is bound up with their
own personal rights, liberties and interests. For, while the Separate School pro-
visions of the Law cannot 'be abolished without taking away from Roman Catholics
legal and corporate rights, which have been granted to them ever since the union of
Upper and Lower Canada, (an'd which they have not yet forfeited by the abuse, or
perversion of them,) further concessions cannot be made to the demands of certain
REVEREND DOCTOR RYERSON ON SEPARATE SCHOOLS, 1858. 133
of their Ecclesiastics without violating the acknowledged constitutional and sacred
rights of Municipalities and other classes of the Community.
3. You are pleased to designate me as "essentially a compromiser." Whether this
is so, or not, I have not advocated any part of the School System as a compromise,
but upon the ground of what had been granted by the Legislature in 1841 as a legal
right, though not claimable upon constitutional grounds, and what I believed was
best adopted to the circumstances of the Country, and would best promote its social
peace and educational interests, and also best secure to each Protestant Parent the
right of the Bible as the best Book of Religious Instruction for his 'Child in the School, —
a right which I have maintained without " compromise," and which I cannot now
yield, whatever " compromise "The Globe may be disposed to make on the subject.
But, apart from these facts, there can be no free Government, no civilization, without
" compromise." In a Community where there is no " compromise," either one man's
will is law for himself, — which is perfect anarchy. The Earl of Derby, the Leader
of the great Conservative Party in England, remarked some time since, in one of hi*
Speeches, "that Parliamentary Government itself is a Great System of Compromise."
... In Scriptural truth and duty there can be no "compromise," — for God's will is of
infinite wisdom, supreme and unchangeable, and is our sole rule of faith and action;
subordinate to that Divine Authority is every human system and pursuit, whether of
Government, of Agriculture, of Commerce, of mental development, or mechanical appli-
cation, which are but a series of expedients, adopted and named according to times,
places and circumstances. . . .
4. For the liberty, and, sometimes the luxury, of thinking for myself, and writing
wihat I thought, I have been willing to pay the tax of the successive censures and
praises of all political parties, as my views happened to advance, or oppose, their party
views and interests. . . . But I have, at least, not compromised my thoughts when I
deemed it my duty to express them, to please, or appease, any -body, whether in Church,
or in State; and I leave it to those who will soon come after me, to decide whether
I have done more to advance, or retard, the liberties and well-being of my native
country.
EDUCATION OFFICE, TORONTO, May llth, 1858. EGERTON RYERSON.
NOTE. — During 1860-1863 there was a good deal of discussion on Separate
School matters in the Legislature, caused by the introduction into the House of
Assembly in 1860 of the Draft of a Bill on Eoman 'Catholic Separate Schools by
the Honourable E. W. Scott. It failed, however, to pass in that year. He intro-
duced it again in 1861.
Early in the year 1862 Doctor Eyerson sought to meet the reasonable objection
which had been urged against the Tache Separate School Act of 1855 in that
it contained no provision for the establishment of a Separate School in an In-
corporated Village. He, therefore, prepared a Draft of Bill "To Restore Cer-
tain Eights to the Parties Therein Mentioned in Eegard to Separate Schools."
He accompanied this Draft of Bill with the following explanatory Memorandum.
He said : —
" No new principle is introduced into this Draft of Bill, nor does it contain any
provision (except those of the last Section) which was not embraced in the 'Common
School Acts of 1850 and 1853."
Doctor Eyerson then proceeds to show why the wishes of moderate and reason-
able Eoman Catholics should be met, in removing anomalies and impracticable pro-
visions in the Separate School Act. He said: —
I feel that I am not second to Mr. Scott himself in my desire to see every need-
less impediment removed to the easiest possible working of the Separate School Law.
134 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTABIO.
Some months since I took the liberty to suggest to a Member of the Government,
that, as this was the first Session of a new Parliament, and, as the Roman Catholics
had shown as much loyal feeling and British enthusiasm as any other class of citizens,
in the late apprehended collision between Great Britain and the United States, [in
regard to the Mason and Slidell " Trent affair,"] the Government and Parliament could
very appropriately and gracefully respond to such a spontaneous manifestation of
national loyalty and patriotism, by removing all that is justly objectionable in the
Roman Catholic Separate School Law; but the accomplishment of so just and legiti-
mate an object is very different from perpetrating so great an act of injustice to Upper
Canada ... as the passing of Mr. Scott's Separate School Bill in its present form.
TORONTO, 29th of April, 1862. EGERTON RYERSON.
With a view to ascertain how far my Draft of Bill met the views of the authorities
of the Roman Catholic Church, I arranged that Bishop Lynch should meet me on an
appointed day at the Education Office, and there discuss the Draft of Bill. He did
so, accompanied by the Very Reverend Angus Macdonell, Vicar-General, of Kingston,
when we considered the whole question, and agreed in our views respecting it, — not
involving the introduction of any new principle, but the restoration of rights and
privileges which were actually enjoyed by Roman Catholics under the School Acts of
1850 and 1853, but which were taken away by the Tach6 Roman Catholic Separate
School Act of 1855, prepared, though it was, by the Honourable L. H. Drummond, (a
Lower Canada Member,) and under the auspices of certain Roman Catholic Bishops,
but in ignorance of the working and effect of some of its provisions, arising from the
nature of our Upper Canada Municipal Institutions.
EGERTON RYEBSON.
In the Session of the Legislature in 1862, Mr. B. W. Scott moved the second
reading of the Bill, which had been altered in many respects, as suggested by Doctor
Eyerson. In this amended form it passed the Legislature in the following Session
of 1863.
INCOEPOEATION OF THE SBPAEATE SCHOOL LAW OF 1863 IN THE
CONFEDEBATION EESOLUTION'S OF 1865.
In February, 1865, the Government of the day submitted to the Legislature
the Series of Eesolutions in regard to the Confederation of the several British
North American Provinces, which had been adopted at a Meeting of Delegates
at Quebec in October, 1864. Among these Eesolutions was the following:
The Local Legislatures shall have power to make laws respecting the following
subject: — Education; saving the rights and privileges which the Protestant, or Roman
Catholic, minority in both Canadas, may possess, as to their (Denomination Schools,
at the time when the Union of the Provinces goes into operation.
•
When these Eesolutions came up for adoption by the House of Assembly,
a prolonged discussion took place, not only on the policy of the Scheme of Con-
federation itself, but also on the expediency of adopting the specific Eesolution
relating to the incorporation into the proposed Confederation Scheme of the prin-
ciple of the Separate and Dissentient Schools contained in the specific Eesolution
on the subject.
A good deal of discussion took place on the subject of giving to the supporters
of Dissentient Schools in Lower Canada, and those of Separate Schools in Upper
CONFEDERATION ACT OF 1867 RELATING TO SEPARATE SCHOOLS. 135
Canada, equal rights and privileges which they had hitherto enjoyed. The general
consensus of opinion in both Houses of the Legislature was that it was wise
and expedient to incorporate in the Confederation Scheme the Resolution of ap-
proval of Separate and Dissentient Schools.
CONFEDERATION BRITISH NORTH AMERICA ACT RELATING TO
EDUCATION, 1867.
Among the Resolutions adopted by the Canadian House of Assembly, on the
13th of March, 1865, was the following: —
43. Resolved, That the Local Legislature of each Province shall have power to
make Laws respecting. . . .
6. Education; saving the rights and privileges which the Protestant, or Catholic,
minority in both Canadas may possess, as to their Denominational Schools, at the time
when the Union goes into effect.
It was upon this Resolution that the following provisions in the Imperial
British North America Act, 30th and 31st Victoria, Chapter 3, Section 93, (1867,)
were founded: —
93. In and for each Province, the Legislature may exclusively make laws in rela-
tion to Education, subject, and according to the following provisions: —
1. Nothing in any such Law shall prejudicially affect any right, or privilege, with
respect to Denominational Schools, which any class of persons have by Law in the
Province at the Union.
2. All the powers, privileges, and duties at the Union, by law conferred and im-
posed in Upper Canada, on the Separate Schools and School Trustees of the Queen's
Roman Catholic Subjects, shall be, and the same are hereby, extended to the Dissentient
Schools of the Queen's Protestant and Roman Catholic Subjects in Quebec.
3. Where in any Province a System of Separate, or Dissentient, Schools exists
by Law at the Union, or is thereafter established by the Legislature of the Province,
an appeal shall lie to the Governor-in-Council from any Act, or decision, of any no-
vincial Authority affecting any right, or privilege, of the Protestant, or Roman Catholic,
minority of the Queen's Subjects, in relation to Education.
4. In case any such Provincial Law, as, from time to time, seems to the Governor-
General-in-Council requisite for the 'due execution of the provision of this Section is
not made, or, in case any decision of the Governor-General-in-Council, on any Appeal
under this Section is not duly executed by the proper Provincial Authority in that
behalf, then, and, in every such case, and as far only as the circumstances of each
case require, the Parliament of Canada may make Remedial Laws for the due execution
of the provisions of this Section, and of any decision of the Governor-General-in-Council,
under this Section.
LEGAL OPINION ON THE FOREGOING 93RD SECTION OF THE BRITISH NORTH
AMERICA ACT.
The following is the joint opinion of Messieurs Stephen Richards, Adam
Crooks and Edward Blake, on the legal effect of Provincial Legislation under the
authority of the 93rd Section of the British North America Confederation Act of
1867, obtained in that year by The Globe Publishing Company of Toronto:—
The effect of the 93rd Section, taken by Itself, is to confer upon the Provincial
Legislature exclusively the power to make laws in relation to Education, subject to
13o DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
certain restrictions, or provisions; but, at the same time, to authorize the Parliament
of Canada, in certain cases, and only so far in those cases as the circumstances of
each case require, to pass remedial Laws on the same subject. The restrictions, or
provisions, to which the Provincial Legislatures are subject are as follows: —
1st. The first Sub-section provides that no Law of the Provincial Legislature shall
prejudicially affect any right, or privilege, with respect to Denominational Schools,
which any class of Persons has, by law in the Province, at the time of the Union.
2nd. The second Sub-section provides that all the powers, privileges and duties
which, at the time of the Union, are by Law conferred and imposed in Upper Canada
on the Separate Schools and School Trustees of Roman Catholic Schools, shall be,
and they are, by this Sub-section, extended to the Dissentient Schools of Protestant
and Roman Catholic Schools in the Province of Quebec. We think the Schools re-
ferred to are those established under the School Law of Lower Canada.
»
3rd, The first Sub-section, it will be seen, restrains the Local Legislature from
prejudicially affecting any existing right, or privilege. The second Sub-section re-
quires the extension of, and does extend to, Dissentient Schools in Lower Canada
certain powers, privileges and duties, but there is no obligation to introduce a system
of Separate, or Denominational, Schools into any Province where no such system now)
exists. If, however, the Legislature of such Province should hereafter establish a-
Separate, or Denominational, School System, then the right to the continuance of the
System, is so far secured by the third Sub-section, that an appeal would lie under that
Sub-section to the Governor-in-Council, from any Act, or decision, of any Provincial
Authority affecting any right, or privilege, of the Protestant, or Roman Catholic,
minority in relation to Education. The right to appeal, given by this Sub-section,
applies also to Lower Canada and to any Province, where a System of .Separate
Schools prevails at the time of the Union. The effect of an appeal, under Sub-section
three, is considered below.
The above embraces all the restrictions, or obligations, by this Section imposed
on the Local Legislatures; and subject thereto, any Law which a Provincial Legislature
may enact on the subject of Education will have effect, but the Parliament of Canada
may, in the cases, to which the fourth Sub-section applies, but only to the extent
authorized thereby, modify, or render inoperative, the local enactment.
4. Under the 4th Sub-section there are two cases, or classes of cases, on which
the Parliament of Canada may pass certain Remedial Laws on the subject of Educa-
tion:—
First, — Where such Law is not made by the Local Legislature as to the Governor-
General-in-Council seems requisite for the execution of the provisions of this 93rd
Section, the Parliament of Canada may, so far only as the circumstances of the case
require, make Remedial Laws for the due execution of the provisions of the Section.
The Governor-in-Council, we take it, should make known to Parliament, by Order-in-
Council, Message, or other Official Act, what Law he considers necessary.
Second, — Where an Appeal is made to the Governor-in-Council under the 3rd Sub-
section, and his decision thereupon is not duly executed by the proper Provincial
Authority, the Parliament of Canada may, so far only as the circumstances of the
case require, make Remedial Laws for the due execution of such decision.
It is only in the above cases, and to the extent mentioned, that the Parliament
of Canada has authority to legislate under this Section, and, in each case, the pre-
liminary action of the Governor-in-Council, referred to in the preceding paragraph, is
necessary to give jurisdiction.
Among the " provisions " to be executed, contemplated in the first case, are those
of the 2nd Sub-section; for, although that Sub-section seems at once to extend to the
Province of Quebec ail privileges, powers, and duties therein mentioned, yet legis-
lation may be required to arrange the machinery and details for practically carrying
out the provisions referred to.
INTERPRETATION 'OF PROVISIONS FOR SEPARATE SCHOOLS. 137
Possibly cases may arise affecting the provisions of the 1st and 3rd Sub-sections,
in which the Governor-in-Council might act without any Appeal being had to him.
The Appeal provided by the 3rd Sub-section is, from " any Act, or decision, of any
Provincial Authority affecting any right, or privilege, of the Protestant, or Roman
Catholic, minority, in relation to Education," in any Province in which a System of
Separate, or Dissentient, Schools exists by Law at the time of the Union, or is there-
after established by the Legislature of the Province. This gives the right of appeal
from any Act, or enactment, of the Local Legislature affecting the right, or privilege,
mentioned. Also, from decisions affecting such right, or privilege, by the Depart-
ment of Education, or any similar Authority having charge of the administration of
the law on the subject of Education, on matters which a jurisdiction, or discretionary
action, is by law given to such Department, or Authority, so that, in case the Legis-
lature in a Province, where a system of Separate, or Dissentient, Schools is estab-
lished, enacts a law affecting an existing privilege, of the Protestant, or Roman Catholic,
minority, in relation to Education, an Appeal will lie to the Governor-in-Council; and,
if his decision upon such Appeal is not executed, or carried out, by the Local Legis-
lature passing the necessary Law for the purpose, the Parliament of Canada may
make a Remedial Law necessary for the execution of such decision; but to warrant
the Appeal referred to, there must be an existing right, or privilege, to be affected
by the local enactment appealed from. So, also, in case of an Appeal from the de-
cision of the Department of Education, or other similar Authority, if the decision of
the Governor-in-Council is not duly executed by the Department, or other Authority
referred to, the Parliament of Canada may pass the Law requisite for enforcing the
decision.
But the decision to be appealed from must be one affecting an existing right, or
privilege, of the minority. No new rights, or privileges, are to be acquired by means
of an Appeal under the 3rd and 4th Sub-sections of the Confederation Act.
STEPHEN RICHARDS,
ADAM CROOKS.
TORONTO, March 9th, 1&67. EDWARD BLAKE.
We also incline to the opinion that an Appeal would lie to the Governor-in-Council
from any decision of a Provincial Court affecting any existing right, or privilege, of
a minority, and that the Governor-in-Council may declare it necessary to pass a Law
providing the requisite machinery for the enforcement of his decisions, and that Par-
liament may, upon such declaration, and at the failure of the Local Legislature to
act, pass such law.
ADAM CROOKS.
EDWARD BLAKE.
TEXT OF PRIVY COUNCIL DECISION IN THE "CHRISTIAN BROTHERS'" CASE.
NOTE. — The following is the Text of the Judgment of the Lords of the
Judicial Committee of the Privy Council on the Appeal of the Christian Brothers
and others versus the Minister of Education for the Province of Ontario and another
Appeal, from the Court of Appeal for Ontario; delivered on tne 2nd November.
1906. It is, I believe, the first decision on the British North America Confedera-
tion Act of 1867 :—
Present at the 'hearing (17th and 18th July, 1906): Lord MacNaughten, Lord
Dunedin, Lord Atkinson, Sir Arthur Wilson, and Sir Alfred Wills.
Counsel: The Honourable N. A. Belcourt, K.C. (Ottawa), for the Christian Brothers;
Mr. W. D. McPherson (Toronto), for the Minister of Education; Mr. G. F. Henderson
(Ottawa), for the Bilingual Teachers' Association of Eastern Ontario.
Judgment delivered by Lord MacNaughten.
138 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
This is an appeal from the Court of Appeal for Ontario, upon a reference of the
Lieutenant-Governor-in-Council, under the provisions of Chapter 84 of the Revised
Statutes of Ontario, 1897.
The question submitted to the Court in substance was this: Are the Members of
the two Religious and educational Communities, known as " the Christian Brothers
of the Christian Schools " and "the Community General Hospital, Almshouse, and
Seminary of Learning of the Sisters of Charity of Ottawa," commonly called " The
Grey Nuns," who became Members of those Communities after the passing of the
British North America Act, 1867, to be considered qualified Teachers for the purposes
of the Separate Schools Act, and, therefore, eligible for employment as Teachers in
the Roman Catholic Separate Schools within the Province of Ontario, when such Mem-
bers have not received Certificates of Qualification to teach in the Public Schools of
the Province?
The answer to this question depends upon the meaning and effect of the conclud-
ing words of Section 36 of the Ontario Separate Schools Act, Revised Statutes of On-
tario, 1897, Chapter 294. This Section is in the following terms:
"The Teachers of a Separate School, under this Act, shall be subject to the same
Examinations and receive their Certificates of Qualification in the same manner as
Public School Teachers generally; but persons qualified by law as Teachers either in
the Province of Ontario, or at the time of the passing of the British North America
Act, 1867, in the Province of Quebec, shall be considered qualified Teachers for the
purpose of this Act."
The Court of Appeal answered the question in the negative, holding that the con-
cluding words of Section 36, of the Ontario Separate Schools Act served only to pro-
tect the rights of those persons who, as individuals, were at the date of the passing
of the British North America Act, 1867, in the /Province of Quebec, entitled to exemp-
tion from Examination.
Their Lordships agree in the conclusion at which the Court of Appeal arrived, and
are satisfied to adopt the reasons on which that conclusion is founded.
Their Lordships, therefore, will humbly advise his Majesty that the Judgment of
the Court of Appeal shall be affirmed and the Appeal dismissed. There will be no
costs of the Appeal.
1. Nothing in any such Law shall prejudicially affect any right, or privilege, with
respect to Denominational Schools, which any class of persons have by Law in the
Province at the Union.
2. All the powers, privileges, and duties at the Union, by law conferred and im-
posed in Upper Canada, on the Separate Schools and 'School Trustees of the Queen's
Roman Catholic Subjects, shall be, and the same are thereby, extended to the Dissen-
tient Schools of the Queen's Protestant, and Roman Catholic Subjects in Quebec.
3. Where, in any Province a System of Separate, or Dissentient, Schools exists
by Law at the Union, or is thereafter established by the Legislature of the Province,
an appeal shall lie to the Governor-in-Council from any Act, or decision, of any Pro-
vincial Authority affecting any right, or privilege, of the Protestant, or Roman Catholic,
minority of the Queen's Subjects, in relation to Education.
4. In case any such Provincial Law, as, from time to time, seems to the Governor-
General-in-Council requisite for the due execution of the provision of this Section is
not made, or, in case any decision of the Governor-General-in-Council, on any Appeal
under this Section is not duly executed by the proper Provincial Authority in that
behalf, then, and, in every such case, and as far only as the circumstances of each case
require, the Parliament of Canada may make Remedial Laws for the due execution
of the provisions of this Section, and any decision of the Governor-General-in-Council,
under this Section.
BEPORT ON EDUCATION OF ROMAN CATHOLICS IN VARIOUS COUNTRIES. 139
ROMAN CATHOLICS AND EDUCATION IN CANADA, THE UNITED
STATES AND IN GREAT BRITAIN, ENGLAND, WALES AND
SCOTLAND.
REPORT PREPARED AT THE REQUEST OF THE HONOURABLE SIR OLIVER Mow AT,
BY J. GEORGE HODGINS.
In his Letter to the Minister of Education, dated the 3rd of July, 1896, Sir
Oliver Mowat desired that the following information be obtained for him in regard
to—
1. Attendance of Roman Catholic children at the National Schools in the United
States.
2. Attendance of Roman Catholic children at the Public Schools of the Canadian
Provinces, other than Ontario and Quebec.
3. Attendance at the Board Schools of Great Britain of Roman Catholic children.
4. Account of the views and action of Archbishop Ireland, as regards the National
Schools in his own State of Minnesota.
5. Proceedings of Ecclesiastical Authorities in regard to these views and action
of Archbishop Ireland.
6. Cardinal Satolli's Circular Letter to the American Archbishops on the settling
of the School Question, and giving of Religious Education.
7. Facts as to the use of Father Canavan's " Easy Lessons in Christian Doctrine "
in the National Schools of Pittsburgh, Pennsylvania, for the instruction of Roman
Catholic Children, as well as Protestant; such use being with the approval of the Roman
Catholic Bishop of Pittsburgh.
At the suggestion of the Minister of Education, Messieurs J. J. Tilley and
William Houston were engaged to assist in the preparation of the information de-
sired by Sir Oliver Mowat.
'Communications were also addressed to various parties, with a view to obtain
the additional information required.
I. ATTENDANCE OF ROMAN CATHOLIC CHILDREN AT THE COMMON SCHOOLS, AND
ALSO AT THE PAROCHIAL SCHOOLS, OF THE UNITED STATES.
No record of the attendance of Roman Catholic Children at the Common
Schools of the United States seems to have been kept, nor is it mentioned in any
of the Reports of the United' States 'Commissioner of Education at Washington,
but an estimate of such attendance has been prepared for me by Mr. John J.
Tilley. It is based upon the combined census and School Reports of the United
States in 1890, and is as follows: —
Total population of the United States in 1890 62,€22,250
Total School population of the United States, between the ages of five and
twenty years 22,447,392
Total enrolment of pupils of these ages in the Common and Denominational
Schools of the United States 14,373,670
Total estimate Roman Catholic population of the United States, from Returns
furnished to the New York Independent Newspaper by the different Re-
ligious Denominations 7,501,439
140 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Total estimated Roman Catholic School population between the ages of five
and twenty years, based upon the ratio of the total School population to
the total population of the United States 2,688,944
Estimate of Roman Catholic Children enrolled in the Schools, based upon the
ratio of the total School population to the total population of the United
States ... 1,707,505
Number of Roman Catholic Children enrolled in the Parochial Schools, as per
United States Census of 1890 701,966
Balance of Roman Catholic Children, estimated as attending the Common
Schools of the United States, being 584-5 per cent, of the whole. 1,005,537
II. ATTENDANCE OF ROMAN CATHOLIC STUDENTS AT SECONDARY DENOMINATIONAL
SCHOOLS IN THE UNITED STATES.
(FBQM THE ANNUAL REPORT OF THE COMMISSIONEB OF EDUCATION IN THE UNITED STATES,
1892-3.)
Schools. Instructors. Students.
North Atlantic Division 41 183 2,323
South Atlantic Division 19 77 1,142
South Central Division 25 95 1,100
North Central Division 55 225 3,057
Western Division . 33 115 891
Total for the United States 173 698 8,513
Of the remaining Secondary Schools, under denominational control, 90 are Pro-
testant Episcopal, 68 Presbyterian, 59 Baptist, 49 Methodist, 45 Congregational, 42
Friends, 28 Southern Methodists, 23 Lutheran, and 33 under the control of other
religious denominations. Total, including the 173 Roman Catholic Secondary Schools,
610, attended by 41,018 Students. In addition there are 824 Private Secondary Schools,
attended by 55,129 Students, making a grand total of 1,434 Private and Denominational
Secondary Schools, attended by 96,147 Students. His table is instructive, as it shows
the legitimate result of a system of denominational Elementary Schools, which are
the natural feeders of these Secondary Schools.
III. NUMBER OF PUPILS ATTENDING VARIOUS DENOMINATIONAL OR PAROCHIAL
ELEMENTARY SCHOOLS, i.e., " SCHOOLS SUPPORTED BY CONGREGATIONS
MAKING RELIGIOUS INSTRUCTION PROMINENT, NOT INCLUDING SATURDAY
OR SUNDAY SCHOOLS."
(From the United States Census of 1890.)
Roman Catholic Pupils 701,966 Congregational Pupils 27,453
Lutheran Pupils 151,651 -Protestant Episcopal Pupils 21,650
Methodist Pupils 58,546 AH other Pupils . 56,644
Presbyterian Pupils 37,965
Baptist Pupils 29,869 1,085,744
IV. ATTENDANCE OF ROMAN CATHOLIC CHILDREN AT THE 'PUBLIC SCHOOLS OF'
THE CANADIAN PROVINCES, OTHER THAN ONTARIO AND QUEBEC.
'Mr. Tilley, who examined the School Reports of the various Canadian Pro-
vinces designated, states that, in no case, is the attendance of Roman Catholic
Children, as such, given in any one of these Reports.
It is impossible, as in the case of the United States Schools, to give the ratio
of such attendance, as there is no basis of comparison (in the shape of Parochial,
or Denominational, Schools) given, on which to make a comparison.
EDUCATION OF ROMAN CATHOLICS IN GREAT BRITAIN, 1894. 141
V. ATTENDANCE OF ROMAN CATHOLIC CHILDREN AT THE BOARD SCHOOLS IN
ENGLAND AND WALES, 1894-5.
The English Education Report for 1894-5 gives no particulars as to the
attendance of Roman Catholic Children at the Board Schools; nor does it give
the attendance of Children at the Denominational Schools. It gives, however, the
designation, but not the number of these Schools.
The Report sets down the estimated population of England and Wales in
1894-5 as 30,060,763, also the following School statistics:—
Accommodation provided for 5,832,944
Number of Scholars on the Rolls 5,198,741
Average attendance of Pupils . . . ; 4,225,834
Number of " Board " Day Schools 5,081
Number of " Voluntary " Day Schools 14,628
19,709
i
'The " Board " Schools are those under the direct control of the Education
Department; the "Voluntary" Schools are those managed by the Church of
England, Roman Catholics, Methodists, etcetera. No particulars in regard to
the latter are given in the Reports.
Accommodation provided in " Board " Schools 2,199,111
Accommodation provided in " Voluntary " Schools 3,633,833
5,832,944
Average attendance at the " Board " Schools 1,777,797
Average attendance at the " Voluntary " Schools 2,448,037
4,225,834
VI. ATTENDANCE OF ROMAN CATHOLIC CHILDREN AT THE SCHOOLS IN SCOTLAND,
1894-5.
The Education Report for Scotland for the year 1894-5 gives a little more
information than does the English Report for the same year, but it does not give
the attendance of Roman Catholic Children at any of the Schools, even those of
the Roman Catholics. The following particulars are given, however: —
Estimated population of Scotland in 1894-5 , 4,123,038
Accommodation provided for 737,797
Number of Pupils on the rolls 686,335
Average attendance of Pupils 567,442
Number of Schools.
Public Schools 2,700 Free Church Schools
Roman Catholic Schools 179 Undenominational Schools
Episcopal 'Church Schools 74
Church of Scotland Schools ....... 44 Total Schools 3,119
These English and Scotch Reports are constructed on such a plan that it
is difficult to obtain any specific information from them in regard to the actual
details of the condition, management . and working of these Schools. They ard
chiefly a mass of financial statements and comparisons of yearly expenditure. ,
142 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
VII. ACCOUNT OF THE VIEWS AND ACTION OF ARCHBISHOP IRELAND, AS REGARDS
THE NATIONAL SCHOOLS IN HIS OWN STATE OF MINNESOTA.
Having been requested by the American National Educational Association
which met at St. Paul, Minnesota, in 1890, to deliver an Address, the Archbishop
consented to do so. His subject was, " State Schools and Parish Schools — is union
between them impossible?" In the course of his admirable remarks, the Arch-
bishop said:
I am the friend and the advocate of the State School. In the circumstances of
the present time I uphold the Parish School. I sincerely wish that the need of it did
not exist. I would have all Schools for the children of the people State Schools. . .
The right of the State School to exist, I consider, is a matter beyond the stage of dis-
cussion. I fully concede it. To the child must be imparted instruction in no mean
degree. The Imparting of this instruction is primarily the function of the child's
Parent. The Family is prior to the State. . . The State intervenes whenever the
Family cannot, or will not, do the work that is needed. The State's place in the func-
tion of instruction is loco parentis. As things are, tens of thousands of children will
not be instructed if Parents remain solely in charge of this duty. The State must
come forward as an agent of instruction; else ignorance will prevail. Indeed, in the
absence of State action, there never was that universal instruction which we have so
nearly attained, and which we deem necessary. In the absence of State action, I be-
lieve universal instruction would never, in any Country, have been possible.
State action in favor of instruction implies Free Schools. . . In no other manner
can we bring instruction within the reach of all children. . . Blest indeed is the
nation whose Vales and Hillsides they adorn, and blest are the generations upon whose
souls are poured their treasure. . .
I unreservedly favour State Laws making instruction compulsory. . . Com-
pulsory Education implies attendance In Schools maintained and controlled by the
State only when there is no attendance in other Schools known to be competent to
impart instruction in the required degree. •
It were idle for me to praise the work of the State School of America in the
imparting of secular instruction. . . It is our pride and glory. The Republic of the
United States has solemnly affirmed its resolve that, within its borders, no clouds of
ignorance shall settle upon the minds of the children of its people. To reach this result
its generosity knows no limit. The Free School of America, withered be the hand
raised in sign of its destruction. . .
I turn to the Parish School. It exists. . . Lutherans exhibit great zeal in favour
of Parish Schools. Many Episcopalians and some in different Protestant denominations,
commend and organize Parish Schools. The different denominational Colleges of the
Country are practically Parish Schools for the children of the richer classes. The spirit
of the Parish Schools, if not the School itself, is widespread among American Protest-
ants. . . The State Schools are non-religious. . . There is, and there can be, no
positive religious instruction where the principle of non-sectarianism rules. What
follows? The School deals with immature childish minds, upon which silent facts
and examples make deepest impression. . . It treats of land and sea, but not of
Heaven. It speaks of Statesmen and Warriors, but is silent on God and Christ. It
tells how to attain success in this World, but says nothing as to the World beyond
the grave. The pupil sees and listens; the conclusion is inevitable, that Religion is
of minor importance. . . The brief and hurried lessons of the family fireside and the
Sunday School will not avail. . . The great mass of children receive no fireside
lessons, and attend no Sunday School. . . Away with theories and- dreams; let us
read the facts. . .
The American people are naturally reverent and religious. Their laws and
public observances breathe forth the perfume of Religion. The American School, as
ARCHBISHOP IRELAND ON POPULAR EDUCATION. — THE FA1UBAULT PLAN. 143
it first reared its log walls amid the Villages of New England, was religious through
and through. ... I solve the difficulty by submitting it to the calm judgment of the
Country.
I would permeate the regular State School with the Religion of the majority
of the children of the land, be it Protestant as Protestantism can be; and I would, as
they do in England, pay for the secular instruction given in denominational Schools,
according to results; that is, each Pupil passing the Examination before State Officials,
and in full accordance with the State Programme, would secure to his School the
cost of the tuition of a Pupil in the State School.
Another plan:
I would do as Protestants and Catholics in Poughkeepsie and other places in our
Country have agreed to do, -to the greatest satisfaction of all citizens and the great
advancement of educational interests. . .
The Poughkeepsie Plan will be explained further on. Do not tell me of the diffi-
culties of detail in working out either of my schemes. Other schemes more perfect
in conception and easier of application will, perhaps, be presented in time; meanwhile
let us do as best we know.
VIII. PROCEEDINGS OF ECCLESIASTICAL AUTHORITIES IN EEGARD TO THESE VIEWS
OF ARCHBISHOP IRELAND.
Having written to Arcbishop Ireland, at St. Paul, as to the first of the schemes,
to which he refers in the foregoing Address, he replied as follows: —
ST. PAUL, August 10th, 1896.
DEAR SIB, — I should gladly comply 'with your request for information in regard to
the so-called Faribault Plan, were it not . . . that I did not wish my name quoted on
one side, or the other, (in the Manitoba controversy).
I can only say in a very general way that the Faribault Plan is nothing else than
the " Irish School Plan," which has been in working order through Ireland for the
last fifty years. It was first applied in this Country in Poughkeepsie, N.Y. The
Catholic Pastor of which place, Reverend James Nilan, will, I am sure, give you full
details of the matter.
Respectfully, JOHN IRELAND.
Mr. J. G. HODGINS, Toronto.
Having written to the Eeverend James Nilan for information in regard to
the Poughkeepsie Plan, to which the Archbishop referred, he replied as follows: —
ST. PETER'S CHURCH, POUGHKEEPSIE, N.Y., August 15th, 1896.
DEAR SIR, — In reply to your inquiry concerning our Schools, it gives me pleasure
to state briefly the facts from the beginning.
In 1873 our Church owned two Buildings, in which were carried on Parochial
Schools for Boys and Girls. My predecessor, Reverend Doctor McSweeny, after some
negotiation, leased the Buildings to the Board of Education of this City for a nominal
sum, one dollar a year. The Board took charge, and opened them as Public Schools
to be in all respects under their control during the legal School hours; outside of that
time, we use them for Religious Instruction, and on Sundays for Sunday School.
Sisters of Charity and lay Catholic Teachers were continued in the employment
of the Board, subject to its Rules and Regulations. It was found that Catholic Teachers
were fitted to do the work of these Schools better than others, as most of the Pupils
were of that Religious belief. The whole expenses of the School are born by the Board
ef Education.
Before and after School hours, we have the privilege, or right, to teach Catechism,
etcetera. Also from one o'clock to half-past one, the Priest, my Assistant, or myself,
go three times each week to explain Christian Doctrine to the children assembled
together for that purpose. The Teachers, in their several Classes, teach the Catechism
144 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
at the same half hour, on the other days. For this special work the Church pays these
Teachers.
This is the Plan which has given such satisfaction for twenty-three years to the
whole community. All the Catholic School children of the City may come to these
Schools. Actually we had last year six hundred. The few Protestants among (them
need not be present, of course, at Religious Instruction. There are fourteen Teachers
employed, four Sisters of Charity, and ten young ladies who have Teachers' Certificates
qualifying them as Teachers. This, I think, is all that can be said of our Poughkeepsie
Plan. It has worked admirably without sectarial, religious, or national prejudice,
and -serves to harmonize the claims, interests and rights of various members of th«
community.
During the nineteen years of my pastorship, as also during the four years of my
predecessors, I have not had the slightest reason to complain of the action of the Board
of Education, who are equally divided, Democrats and Republicans. The question
is kept out of politics by mutual agreement. The members of the Board have been,
and are, all Protestants of various denominations. They are convinced that the best
welfare of the community is served by this method of education.
There seems to be no concession of principle on either side, but a just conservation
of rightful claims, all tending to the peace and tranquility of the community.
When Catholics ask what is practically unattainable, they excite a form of hos-
tility, which infringes on undeniable rights. We are not living in a theoretical, or ideal,
world, but in one where right and wrong are often confused by partisan views and
prejudice. There is need of, as well as place for, conciliation in the treatment of such
questions as you have now fermenting in Manitoba. Last year I sent an account of our
Schools to a gentleman there, inquiring, like yourself, about our Plan. I trust that
the wisdom dominant in this little Town may serve as an example of Christian fraternity
in larger places.
Anything else that I may be able to add will be cheerfully given.
With much respect, yours very truly.
,..>'.'.-. J. NILAN, Pastor.
Mr. J. GEOBGE HODGINS, Toronto.
CARDINAL SATOLLI'S LETTER "ON THE SETTLING OF THE SCHOOL QUESTION AND
THE GIVING OF RELIGIOUS EDUCATION."
This Letter is in the form of a Circular addressed 'by Cardinal Satolli " to
the Archbishops assembled in New York" in November, 1892. It contains a series
of authoritative statements, or decisions, of the Plenary Council of Baltimore,
elaborated and commented upon, ex-cathedra, by Cardinal Satolli. . . .
OTHER GENERAL INFORMATION ON THIS QUESTION.
In order to obtain the fullest detailed information on this subject, I addressed
a Letter to the Honourable W. T. Harris, LL.D., United States Commissioner of
Education at Washington, asking him to give me such information as was in his
power to send me. In his reply, he sent me the following Memorandum on the
subject : —
MEMOBANDUM FOB DOCTOB J. GEOBGE HODGINS, TOBONTO.
The Census Report on Education (1890) shows the Parochial Schools in the United
States. This office finds the present conditions to be nearly the same, except for an
enlargement of about twenty-five per cent. . . The general facts have not greatly
changed since that Report was published, except that it be in a distinct tendency to
the complete secularization of the Schools.
WASHINGTON, D.C., August 19th, 1896. W. T. HABBIS.
SCHOOL HOUSE ARCHITECTURE AND ITS EXTERNAL AND INTERNAL APPLIANCES. 145
SCHOOL HOUSE ARCHITECTURE AND IMPROVED SCHOOL HOUSE
ACCOMMODATION.
/
For some time after the appointment of the Reverend Doctor Ryerson as Chief
Superintendent of Education, he found that School Trustees had great difficulty
to obtain Plans of School Houses of such size and dimensions as would enable
them, with their often limited means, to erect a School suited to their School
Section, and they were often, therefore, content with small Log or Frame School
Houses of one Room.
The School Houses in these early days were like the Dwelling Houses, and
were built with round logs, saddled, or dove-tailed, at the corners, (the doors and
windows were sawn out after erection), roofed in with oak clap-boards, laid upon
long poles. In some instances, the clap-boards were not nailed, but held down
with other poles. In some of the School Houses the logs were hewn on the inside
of the building, very rarely on both sides; usually the interstices between the logs,
especially when round, were " chinked " with moss, short pieces of wood split
to fill the spaces, and the whole of the outside spaces plastered over with clay;
but, if it were possible to obtain a little lime, then, instead of using clay, it was
"pointed" with lime. The floors were generally laid on substantial sleepers
when building and furnishing such Houses. Overhead for a ceiling, boards were
placed across substantial beams in view. There was generally an open fire place;
the back wall was made of well beaten clay, substantial and thick; the Chimney
was made of sticks covered with clay, and plastered with the same outside as well
as inside. At that time bricks could scarcely be obtained, and the stones were
boulders, and those, in some places, not easily obtained. The pupils' desks were
a sloping shelf placed around the sides of the Room, the seats were Benches with-
out any backs, and cut in lengths to suit the dimensions of the Room. Some of
these Seats were made of slabs, with "two inch" augur holes to receive the legs.
The Teacher generally had a Table and Chair, the Chair with a woven bass-wood
bark bottom. The School Yard and Play Ground were generally the public road,
not much used, with the inevitable logs and chips in the front. There was usually
a splint Broom made out of hickor}r, which did good service, either to sweep or
scrub. Wooden pails and tin dippers of various kinds were in use. An earnest
effort was made to remedy this state of things. A number of pamphlets, contain-
ing Plans of School Houses, were obtained from the Massachusetts State Board of
Education, for distribution to School Trustees. An extensive series of wood cuts
of School House plans was procured from Mr. H. C. Hickok, Deputy Superin-
tendent of Education in the State of Pennsylvania, and from Doctor Henry Bar-
nard, of Hartford, Connecticut, who was afterwards the first United States Com-
missioner of Education at Washington. These illustrations were published in
successive numbers of the Journal of Education for Upper Canada. In 1858,
these, and a number of other illustrations of School Houses and apparatus, gym-
nastics, etcetera, were printed in book form, under the following title : " The School
House; its Architecture; External and Internal Arrangements; with additional
papers on Gymnastics, the use of Apparatus; School Discipline; Method of Teach-
ing, etcetera; together with Selections for Public Recitations in Schools. Edited,
by authority of the Chief Superintendent of Education for Upper Canada, by J.
George Hodgins, M.A., Deputy Superintendent, Toronto, 1857-58." This book con-
10
146 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
tained nearly two hundred illustrations of School House Architecture, Gymnastic
Apparatus, etcetera, and extended to 212 pages.
With a view to promote an improved style of School House accommodation
and Architecture, a grant was made by the Legislature in the early sixties to enable
the Education Department to obtain Plans of School Houses for general adoption
by School Trustees, in the erection of School Houses in their respective Sections.
These Plans were also published in the Upper Canada Journal of Education in
1867, and in successive years, as new and improved Plans were obtained.
In order to awaken a special interest in the subject, the Chief Superintendent
of Education was enabled, with the consent of the Government, to offer Special
Prizes for the best class of School House Plans. With that object, he issued the
following notice: —
PRIZES FOR RURAL SCHOOL HOUSE PLANS.
With a view to improve the School accommodation in the various rural School sec-
tions, and to act as an incentive, as well as to aid Trustees in the matter, the Depart-
ment of Public Instruction will pay to any Inspector, Trustee or Teacher, the following
prizes for ground plans of School Houses, and for block plans of School sites which
may be found best adapted to rural School sections, videlicet: —
I. For the besrt Ground Plan of a rural School House (on the scale of eight feet to
an inch). — 1. For the best first floor (ground) plan of a rural School House, with porch,
cap and cloak room, map and book presses, teacher's accommodation, etcetera, capable
of accommodating €0 to 75 children, $15; 2. Ditto, with at least two rooms, 100 to 125
ditto, $20; 3. Ditto, with at least three rooms, 150 to 175 ditto, $25.
II. For the best Block Plan of a School Site (on the scale of forty feet to an inch).
— 1. For the best block plan of a School site, of an acre in extent. Position of School
House, wood shed, privies, well, fence, playground for boys and for girls, shade trees,
etcetera, to be marked on the plan, $20; 2. Ditto, of half an acre, $15.
The plans to be neatly prepared in ink and to be accompanied by full written ex-
planations. They are to be marked by some word or motto, the key to which is to
be enclosed in an envelope, which will be opened after the prizes shall have been
awarded.
Plans, etcetera, to be addressed to the Rev. Dr. Ryerson, Chief Superintendent of
Education, not later than the 15th of November next.
The prize plans will be the property of the Department, and will be required for
publication in the Journal of Education.
Thirty persons competed for these Prizes for the best interior Plans of School
Houses, of various dimensions, and for the best Block Plans, on acre and half acre
School Sites.
Of these thirty Plans, four were of superior merit, in various features, nine
were of varying excellence, while seventeen either did not come up to the standard
required, or had other palpable defects in them.
In the Department of School Architecture there has been decided progress
since the Centennial Exposition at Philadelphia in 1876. And yet the evidence of
that progress and the examples of it were neither so numerous nor so satisfactory
as members of the educational jury would have desired. Indeed, there was no
formal presentation of the subject Bxcept in one special instance. All others were
incidental and incomplete.
The United States Bureau of Education was the only exhibitor which gave
the jury any examples of School Architecture of sufficient variety and extent to
enable them to subject these examples to any scientific or professional test of ex-
DETAILS OF SCHOOL HOUSE ACCOMMODATION AND FITTINGS. 147
celience or superiority. It is but justice to other exhibitors to say that in the
matter of School House Architecture there were abundant examples of beautiful
and even palatial School Buildings in the several State and other exhibits.
The examples of School House Architecture exhibited by the United States
Bureau of Education were of great practical value. One series illustrated the pro-
gressive stages of intelligence and enterprize, as well as financial ability, in the con-
struction of these "colleges of the people/' The rudimentary Log House of the
early settler was there in propria persona, or actual model. So also was the more
ambitious, and yet incomplete frame School House, stereotyped somewhat on the
old and uncomfortable model of the Log prototype, so far at least as seating, heat-
ing and ventilation were concerned. There was also exhibited a model of the
higher class of Schools in brick or stone. These were of special interest, as illus-
trative of the progressive steps, or stages, in the Department of School Architec-
ture, even in our own times.
The models, however, exhibited by the Bureau of the Interior in fitting,
heating and ventilation of School Houses, were of special interest and value. They
illustrated two things: First, what had been considered and provided for by the
Architect; and, Secondly, what he had no doubt considered and yet had not prac-
tically provided for. While they provided for heating and ventilation in winter —
these two essentially being combined in one scheme — yet the models disclosed to
the jury no plan by which ventilation alone was provided for during the summer
months.
In the French Exhibit there were some admirable illustrations of the character
and variety of direct and cross lights in School Eooms. The publication of these
illustrations would be of great practical value. They would demonstrate to school
authorities, and even to architects of School Houses, the supreme importance of
providing for the admission into the School Eoom of light from the north or east,
or from one side only where practicable.
While the jury were glad to notice that the growing educational opinion and
experience of the present day are in favour of School Houses of but one storey only,
and not exceeding two storeys, yet, as a matter of fact, they found that the vast
majority of the photographs of the School Houses exhibited were from three to
four storeys high. This fact is greatly to be deprecated, not only on fundamental
grounds in case of fire, or panic, but for reasons which commend themselves (especi-
ally where female students are concerned) to medical men.
PEEPARATION OF PLANS OF SCHOOL HOUSES.
In the Act respecting the Education Department, passed in 1901, it is enacted : —
5. The Education Department shall have power (a) 'to call for competitive Plans
of School Buildings, with all modern improvements, suitable for Schools of from one
to four Teachers, and to appoint a Board of not more than three Architects to examine
such Plans and to report with respect to the same to the Minister of Education. . . .
The Education Department has issued the following Eegulations on
SCHOOL HOUSE ACCOMMODATIONS, AND FITTINGS, 1907.
(1) School Grounds. — The School Site shall not be less than one acre in area, unless,
owing to the smallness of the attendance or to other local conditions, the School In-
spector finds a smaller area permissible, but, in that case, the area shall not be less
than half an acre. It shall be accessible by good Highways and not exposed to dls-
148 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTA1UO.
turbing noises, or noxious odors; also at a safe distance (not less than 100 yards) from
stagnant water. The School Grounds shall be properly levelled and drained and pro-
vided with suitable Walks. For the highest grading the Grounds sihall toe ample for
School Games and for an ornamental plot in front. They should also be set out with
Trees and ornamental Shrubs, and enclosed by a neat and substantial Fence, or Hedge,
with suitable Gates. Unless so protected, the School Grounds sihall not be rated of
the highest grade. In order to ensure good drainage and water supply, the soil should,
if practicable, be sandy, or gravelly, not clayey, or peaty. No Trees shall be placed
so close to the School Building as to check .the free passage of air and light.
(2) Closets. — The Closets for the sexes S'hall be under separate Roofs and placed
at least 50 feet from the Well and at least 25 feet from the rear of the School Build-
ing (unless where flushed by an adequate water system), to prevent pollution of the
Well or of the air of the Class-rooms. Each Closet-room shall contain a sufficient num-
ber of compartments properly lighted and ventilated. The Closets shall be lined with
glazed brick or similar material; or of Wood, painted a suitable color and sanded, with
Doors of cement, brick, or hardwood, placed at least a foot above the ground. Urinals
lined with zinc, or galvanized iron, or of slate, or smooth cement should be provided
for the boys (3 ft. urinal space for each Closet Seat). For the highest grading there
shall be locked compartments for the Teachers. Suitable Walks shall be laid from
the doors of the School building to the Closets, so that the Closets shall be accessible
with comfort at all seasons of the year; and provision shall 'be made for keeping the
Walks free from snow in winter. At the discretion of the Inspector, a high close board
Fence or a Hedge or a Wall shall be provided between the Boys' and the Girls' side,,
from the Closets towards the rear of the Lot and towards the School Building; and
the Closets shall be placed at least ten feet distant from each other. The entrance
to the Closets shall be properly screened at least in front (spruce Trees preferred),
and the principal shall see that the doors are securely fastened after School hours and
are opened before School hours.* The Closets shall be cleansed and disinfected monthly
if possible, and the Urinals shall receive daily attention. Dry earth Closets, or Closets
with Draw^boxes are to be preferred. Road dust will suit as a deodorizer.
(3) Water Supply. — The Water Supply sihall be pure and adequate. There should
be on the premises a Well (artesian if at all practicable) of good drinking water, with
a neat Pump and Platform, properly protected against pollution from surface drainage,
or any other source. Graniteware Pails with covers, or, for the highest grading,
earthenware, or graniteware, water-tanks with Covers, and Drinking Cups of glass, or
jjood enamelled ware, shall be provided and kept scrupulously clean. Where there
is no Well, other provision, satisfactory to the Inspector, shall be made for an adequate
supply of good water.
(4) School Building. — The grading of the School Building shall depend upon the
character of its Site and of its construction. It should be well constructed of Brick,
Stone, or Cement, with 'brick partitions. The Building should have a southern, or
south-eastern, exposure, and shall be at least thirty feet from the public Highway. Its.
architectural appeapance shall also be considered. The entrance sihall have a Vestibule,
or covered Porch, with doors swinging outwards, or either way. In Schools with
more than one Teacher there shall be separate entrances and separate means of egress
to the Closets. A School Bell, and, in Schools with more than one storey, a Fire Alarm
Gong shall be provided. Every School should have, as a Recreation Room, a Base-
ment, at least seven feet high in the clear; and having a pine, hardwood, or (preferably)
cement floor.
* The Woodshed may be placed at some distance from the School House, or immediately
In rear thereof, with, or without, doors opening into the School Room. The doors should be-
placed one at each end of the School Wall. With a partition down tine centre of the Wood-
ahed, a covered passage may be provided to the Water Closets at the rear. To prevent the
possibility of the air of the School Room being polluted, the Closets may be placed about tern
feet in rear of the Woodshed. If, however, the closets are placed close to the Woodshed, the-
greatest care must be taken to have them regularly cleaned and disinfected and thoroughly
ventilated.
SCHOOL HOUSE ACCOMMODATION AND FITTINGS. 149
(5) Vlass Rooms. — The Class Rooms shall be oblong; the length being greater than
the breadth, to allow the Pupils' Seats to be arranged in a square, leaving a clear
space with the Teacher's Desk in front; and the height being about 13 feet. The
Class Rooms shall also seat comfortably all the Pupils. A superficial floor area of at
least 16 square feet, and a cubic air space of not less than 250 feet, shall be allowed
for each Pupil, the provision being based on the highest attendance. Hardwood is
preferable for the floors and stairways. If calcimined, or papered, the Walls shall be
kept free from dust. If painted, they shall be wasihed down and repainted also when
needed.
In one-teacher Schools with Halls, Cap-rooms, etcetera, and in large Schools, Tran-
soms, hinged at the bottom, shall be placed over the Class-room doors. The doors shall
swing outwards, or either way. At least one waste paper basket shall be provided
for each Room, and the floors shall be kept in good order. A Closet, or a Cabinet shall
be provided for utensils used in School work; also a suitable Bookcase, and Shelving
for lunch Baskets or lunch Pails. In order to cultivate the Pupils' taste by suitable
surroundings, the Class-rooms should be decorated, as soon as practicable, with good
Pictures and other suitable ornaments. Durable scrapers and mats shall be placed
at the outside doors. In localities where flies are troublesome wire screens should
be provided for the doors and windows. (See papers on School Room Decoration.)
(6) Teachers' Private Rooms. — There should be a Room for the private use of
the Teacher or the Staff, of suitable size and comfortably furnished. In Schools with
more than one Teacher, to be erected hereafter, private Rooms should always be pro-
vided.
(7) Halls. — The Entrances, Vestibules, and Halls shall be roomy and well lighted,
and, where there are more entrances than one, they shall be so placed as to admit of
separate entrances for the sexes to the Cap and Class Rooms. For the highest grad-
ing, in buildings of two storeys, there shall be separate Stairways for the sexes, easy
of access and well guarded. In the Hall, also, suitable colour schemes and decora-
tions shall be provided.
(8) Cap Rooms. — For the highest grading, and in all Schools with more than one
Teacher, to be erected hereafter, separate Cap-rooms shall be provided for the sexes.
The Cap-rooms, properly heated and ventilated, shall be convenient to the Class-rooms,
and should be provided with Wash Basins and Towels and with all the necessary
appliances for storing umbrellas and for hanging caps or cloaks. Where there are
no Cap-rooms, or Halls, there shall be a supply in the Class-rooms of hooks (one for
each pupil) for caps, cloaks, etcetera. Curtains should be strung on rods, or wires,
to conceal such clothing, and there should be a clear space of about a foot between the
curtain and the clothing.
(9) Desks. — Every School-house shall be seated with either double or single Desks
having noiseless joints, such single Desks being • preferable and being necessary for
the highest grading.* The Pupils' Desks shall be fastened to the floor in rows facing
the Teacher's Desk, with suitable aisles between the rows and with passages at least
three feet wide between the outside rows and the walls of the School Room. The Desks
and Seats shall be graded in size to suit the age of the Pupils, those of the same size
being placed in the same row. In each School Room the outer row on each side should
consist of adjustable Seats and Desks, to be adapted to Pupils below, or above, the
average size to be seated. The Pupil, when seated, must be able to place his feet fully
and easily on the floor. The number of the Desks shall be adequate for the number
of Pupils on the roll.
There shall be a suitable Desk and Chair in each Class-room for the use of the
Teacher, and at least two additional Chairs. The Teacher's Desk shall be provided
with drawers, or compartments, having lock and key. There should be a Table of
suitable size (about 2V2 feet by 10 feet), around which the younger Pupils may assemble
* For sanitary reasons and to secure Independent work by each pupil, single desks are
greatly to be preferred.
150 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
to do part of their work. Where Chemistry, or Physics, is taken up in a higher Class,
a suitable Table shall be provided for the experiments; and, in such Schools, this pro-
vision shall be necessary for the highest grading. A sloping stand for the gazetteer
and the large Dictionary shall also be provided; or a shelf under the window nearest
the Teacher's Desk, about 2 feet long by 14 inches broad, fastened to the wall and with
a bracket below to sustain it. A suitable Desk may be substituted for the shelf.
(10) Blackboards. — There shall be a Blackboard of good quality, about four feet
wide, extending across the room in the rear of the Teacher's Desk, with its lower edge
not more than two and one-half feet above the floor, or platform; and there shall be
additional Blackboard provision on each of the other available sides of the Room.
Slate is greatly to be preferred to plaster, or wood, or hyloplate. There shall be an
adequate supply of Blackboard Brushes and Crayons. At the lower edge of each Black-
board there shall be a Trough, about five inches wide, for holding Crayons and Brushes.
The Troughs and Brushes shall be regularly cleaned, a damp cloth, or eraser, being
used for the Troughs. The cloth, or eraser, when dry, should be cleaned outside of
the School Room. Each Blackboard Trough should have an open woven wire cover on
hinges. Every possible precaution should be taken against dust in the School Room.
Where there is a Platform it should be from five to six inches high and should extend
across the Room where practicable.
(11) Lighting. — For the highest grading* the Class Rooms shall be lighted only
from the left of the Pupils, the lower edges of the windows being above the heads of
the Pupils when seated (from 4 to 4% feet from floor). Where there are supplementary
windows in the rear the blinds shall be kept down, except on dull days. To admit
of an adequate diffusion of light throughout the whole Class Room, the windows shall
be numerous (area, one-sixth of the floor space, where the exposure is good; other-
wise a greater area), and of clear (not ground, or painted,) glass; narrow, with two
or four panes each; and running as close to the ceiling, as close together, and as far
to the rear of .the Class Rooms, as practicable. To prevent reflection from the Black-
board, the windows should begin about six feet from the front wall of the Class Room.
The windows shall also be provided with blinds of suitable colour (light green, or
grey, or greenish grey). The blinds on the left of the Pupils should be semitrans-
parent; other blinds, opaque. On dull days, windows that have already been provided
on the right may be made serviceable; but, if the light from the left is adequate, their
blinds should be kept down at other times. The blinds shall be provided with cords
so as to be readily adjustable to any required height.
(12) Heating. — The temperature of the Class Rooms, Halls, Cap-rooms, and
Teachers' private Rooms shall be, as nearly as practicable, 67 degrees. A Thermometer
shall be provided for each Class Room. For first-class grading, steam Radiators, or
hot air furnaces, or jacketed Stoves acting with equal eflicacy, are necessary. Where
Stoves are used, they shall be so placed as to prevent discomfort to any Pupil; shall be
protected by a jacket of tin, zinc, or galvanized iron; and shall be provided with a
strong iron poker and shovel, and an iron pail for ashes. The stove-pipes and the
chimneys shall be kept free from soot and dust. Both Stoves and stove-pipes shall be
polished at least three times a year.
(13) Ventilation. — Provision shall be made for an adequate supply of pure Air
at all times. The foul Air shall be removed and the pure Air supplied so that there
shall be a complete change at least three times an hour. The windows of every School
building shall be adjusted by weights and pulleys; and, when the outside temperature
permits it, they will provide the necessary change of Air. At recess they may also
* Light from above is best ; but light from the left is the best available, for it throws any
shadow off the Pupil's book, etcetera. "When, as directed above, the windows are run up to
about half a foot from the ceiling, a good' deal of the light on the left comes from above. To
secure as mudh of this light as possible the tope of the windows should be square rather than
curved. Light from the rear is objectionable, because it is in the Teacher's eyes. Cross lights
are injurious. Where there are already windows in front of the Pupils, it is indispensable that
they be closed up ; such lighting is most Injurious to the eyes.
SCHOOL HOUSE ACCOMMODATION AND FITTINGS. 151
be raised from below and lowered from above, according to the outside temperature.
In cold weather, the necessary constant Ventilation cannot be secured by the windows.
Where there is a Stove, the pure Air shall be admitted directly from the outside
through sufficient ducts running under the floor and opening below the Stove. This
pure Air supply shall be under control by slides to open or close the ducts. Where
steam heating or a hot air Furnace is used, the pure Air shall be admitted directly from
the outside, at a height of about four feet from the ground, to the base of the Furnace.
In the air space of each Furnace or within the jacket of each Stove there shall be
a pan filled daily with water, so as to furnish the warmed air with the necessary
moisture. Air shall not be taken from the School Room or from the basement to
supply the Furnace, except in the morning before School, after which this source of
supply must be shut off.
In cold weather, the foul Air shall be taken away from near the floor and out
through ventilating ducts in the chimney, which ducts should be somewhat larger 'n
area than the incurrent pure air ducts. In Buildings where Ventilating Ducts have
not been provided in the chimneys, two tin, zinc, or galvanized iron pipes of sufficient
size to allow air to be changed three times an hour (the ducts being about nine inches
by twelve inches) should extend on opposite sides from near the floor, connecting
below with the class room and running up through the ceiling beside the chimney,
and so placed as to be well heated. When the pipe cannot be so placed, pipes of large
diameter (a foot) with revolving cowls on the top of each will prove effective. Open-
ings, with regulating slides, should also be provided in these ducts near the ceiling
for use only in warm weather or when the room is overheated. When needed, a cowl
should be placed so as to cover properly the chimney and the excurrent foul air ducts.
In new buildings a double flue chimney shall be built, the ventilating flue opening into
the School Room.
Where storm sashes are used on the outside, they shall contain sliding panels, or
shall be hinged at the top, to allow of the ingress of pure air; or they may be placed
on the inside and also hinged at the top. It answers equally well to have double panes
of glass about one-half inch apart in the same sash.
The Common School Room should be planned and fitted to realize, as nearly as
may be, the combined advantages of isolation and of superintendence, without destroy-
ing its use for such purposes as may require a large apartment. The best shape is
an oblong. Groups of Benches and Desks should be arranged along one of the walls.
Each group should foe divided from the adjacent group, or groups, by an alley in which
a light curtain can be drawn forward or back. Each Class when seated in a group
of Desks can thus be isolated on its sides from the rest of the School, its Teacher
standing in front of it, where the vacant floor allows him to place his Easel for the
suspension of Diagrams and the use of the Black-board, or to draw out the children
occasionally from their Desks and to instruct them standing, for the sake of relief by
change of position. The Seats at the Desks and the vacant floor in front of each
group are both needed, and should therefore be allowed for in calculating the space
requisite for each Class.
The Doors in School Rooms for children must the so placed as to allow the whole
of one side of the School Room being left free for the groups of Benches and Desks.
There must be no opening wider than an ordinary doorway between an Infants'
and any other School Room, as it is necessary to stop the sound of the infant teach-
ing.
An Infant School should always be in the ground floor, and if exceeding 80 chil-
dren in number, should have two galleries of unequal size, and a small group of Benches
and Desks for the occasional use of the elder Infants. No Infant Gallery should hold
more than 80 or 90 Infants.
The width of a Boys', or Girls', School Room should not exceed twenty feet. The
width of an Infant School Room need not be so restricted.
152 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The Class Rooms should never be passage-rooms from one part of the Building
to another, nor from the iSohool Rooms to the Play-ground, or Yard.
The Class Rooms should be on the same level as the School Room.
The Class Rooms should be fitted up with a Gallery placed at right angles with
the Window. . . .
Infants should never be taught in the same Room with older children, as the noise
and the training of the Infants disturbs and injuriously affect the discipline and in-
struction of the older children. . . .
The Doors and Passages from the School Room to the outside Privies must be
separate for the two sexes. So must also be the Privies themselves. If they cannot
be constructed entirely apart from each other, there should be between them a dust-bin,
or other sufficient obstacle to sound as well as sight.
NOTE. — On application by Bural School Boards, the Forestry Department of
the Agricultural College, Guelph, will, in the Spring of the year, supply the fol-
lowing seedlings for planting in their School Grounds: Evergreens: Norway
Spruce, White Pine, Scotch Pine, and White Cedar ; Deciduous : White Ash, Black
Locust, Manitoba Maple, Gatalpa and Tulip-tree or White Wood. Flower seeds
will also be supplied.
For general use and pleasure, no School garden is half so satisfactory as when
it has the old-fashioned flowers, such as nasturtiums, sweet peas, mignonette,
candytuft, China asters, which will keep the garden pretty and the School House
supplied all through the summer with only a little care.
UNION JACK FLAGS FOR THE SCHOOLS.
At the recent Session of the Legislature, the sum of $5,000 was voted as a first
Grant towards providing with the Union Jack every rural School House in Ontario.
One Flag will be supplied to each rural School Board on application to the Educa-
tion Department. The Board, however, is expected to supply the Flag-pole either
. in the School Yard, or over the School House.
Except when flown on public holidays, or on other occasions by direction of
the School. Board, the flag shall be displayed on the wall of the School-room, or
• when there are more than one School-room, on the wall of that one in which all the
Pupils assemble; and, as occasion may offer, its history and significance shall be
suitably explained to the Pupils by the Teacher.
OTHER REGULATIONS CONCERNING SCHOOL HOUSE ACCOMMODATIONS.
1. The Trustees shall appoint one of themselves or some other suitable Person to
keep the School House and Premises and all Fences, Water-Closets, Outhouses, Walks,
Windows, Desks, Maps, Blackboards, and Stoves in proper condition. It shall be the
duty of the Teacher to inspect the Premises daily and report to such Officer without
delay any needed repairs, or want of cleanliness. The Trustees shall provide for wash-
ing the floors at least quarterly, (monthly to be greatly preferred), and for renovating
during the Summer Holidays as often as may 'be needed, the walls and ceilings if
papered, or plastered, or for washing them if finished in wood, or metal, sheeting and
painted. The Trustees shall also employ a Caretaker whose duty it shall be to sweep
the floors daily (the windows being then open), to dust daily all the furniture, window
ledges, etcetera., with damp dusters (preferably in the morning at least an hour before
School) ; to make Fires, at least one hour before the opening of School, at such times
as the Teacher may direct. The duties of the Caretaker shall be .performed satis-
factorily to the Principal and to the Inspector, who, in his grading, will take into
account the condition of the School accommodations at the time of his visit.
SCHOOL HOUSE DECORATION, ITS DESIRABILITY AND IMPORTANCE. 153
2. No Public School House, or School Grounds, unless otherwise provided for in
the conveyance to the Trustees, shall be 'used for any other than Public School pur-
poses without the consent of the Trustees, and no advertisements shall be posted in
any School Room or distributed to the Pupils unless approved in the same way.
At the recent Session of the Legislature, School Trustees were also given the
power " to permit the School House and Premises to be used for any educational, or
other lawful, purpose which, in their discretion, they think proper, provided that the
proper conduct of the School is not interfered with."
3. All new School Sites and all additions to old ones and all Plans of new Schools,
or of additions to old ones, and all other proposed School accommodations, shall be
first approved by the Inspector of Public, or Separate, Schools (as the case may be),
who shall be guided by the Departmental Regulations.
.SCHOOL ROOM DECORATION WITH PICTURES, ETCETERA.
In a recent Notice to Trustees, issued by the Education Department, it is stated
that :—
Early next year (in 1908) a list of suitable Pictures, etcetera, may be obtained on
application to the Education Department. The quality of such Pictures, etcetera, is of
far greater importance than the number.
SCHOOL ROOM DECORATION, ITS GREAT DESIRABILITY AND
PRACTICAL IMPORTANCE, WITH ILLUSTRATIVE
EXAMPLES.
BEING EXTRACTS FROM ADDRESSES TO CANADIAN HISTORICAL SOCIETIES
BY J. GEORGE HODGINS.
"As we gradually grow wiser we shall discover that the Eye is a nobler organ than
the Ear." — RusJcin.
The " practical " and " materialistic " side of education often excludes, or wholly
ignores, the existence of a high and noble instinct, which, in so many cases, is simply
dormant, because the aesthetic and beautiful in matters of taste has never been stimulated,
or called into life, or being.
It has been often asked, why so many Boys and so many grown Girls leave the
Farm for the Cities and Towns. It is more largely due to the fact, that there is
so little that is attractive in the Schools, or in most rural Homes, calculated to
awaken an interest in anything beyond usual routine of school and home life.
Rarely is there anything in either that would create an active desire for the beauti-
ful, or artistic, or which would produce a distinctively refining and elevating in-
fluence upon the minds of the young.
The matter of School Room Decoration is attracting a good deal of attention
in the United States. The Regents of the State of New York have lately issued a
volume of 430 pages on "Travelling Pictures and School Room Decoration/'
Massachusetts and other States are also quite in advance in this matter. There,
every effort of late years, has been to interest their children — through their senses —
in regard to the more notable (pictorial) events, illustrative of the early history of
the United States.
154 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
SCHOOL ROOM DECORATION IN ENGLAND.
The subject of beautifying English Schools has quite lately engaged the atten-
tion of practical Educationists in England, and efforts are now being made there
to promote this movement generally by the introduction into their Schools of a
series (chiefly domestic and rural) called the " Fitzroy Pictures."
Hitherto, as a rule, there has been no social, or aesthetic, element introduced
into our Canadian Schools, (except in a few instances), with a view to take the.
mind of the child off the monotony of its daily school life — nothing to please the
eye, or to bring up in the School the association of pleasant pictures, or objects
of ant. I have sought to interest School Trustees in the great advantage of "School
Eoom Decoration," and the real pleasure which the result of its introduction into
the Schools would create. In many Schools pictures have been hung on the walls,
to the great delight of the young children. Samples of suitable pictures of birds,
flowers and other appropriate decorations have been exhibited in the Education
Department.
Children are generally kept in a school room for six hours a day. If one finds
it desirable to have pictures of domestic life in one's rooms at home, how much
more important is it to have National and Historical pictures in the places of in-
struction, and in the rooms of a school, where the children sit for so many hours
in the day — day after day and year after year. Then there is the reflex influence
of good School Eoom Pictures on the decoration of the Home which should not be
overlooked. For, when the children find good pictorial examples of art and his-
tory on their school room walls, they come home more or less disappointed with
the taste, or want of taste, often displayed in pictures there. Thus the children
insensibly influence their parents in the matter of picture decoration. There is
thus a chance to educate parents and children alike, by decorating school rooms
and keeping them nice. It also leads children, as one writer quaintly observes,
into "' orderly manners."
Besides, let children have a glimpse into the ideals of beauty embodied in
things visible, or visibly portrayed, and it will react upon their daily lives and
their surroundings.
The influence of the Pictures of the beautifully coloured Birds, (referred to
in another part of this paper), in a School Room, is such that they give children
correct ideas of the beautiful in nature, and will be sure to awaken their interest
in these " songsters of the grove."
School children became acquainted with Pictures, by seeing notable ones on
the school walls, as a more or less permanent feature of their daily environment.
In 'the special class room, where the child does most of his daily work, a single
Picture, carefully chosen, may exert a deeper and more abiding influence on him
than a number selected with less care. Only the best Pictures — as Ruskin says —
should be given a place on the home walls ; for they are things to live with, and to
carry permanently in the mind and heart.
Even children of the common, every-day, sort, can be, and are easily, influ-
enced so as to kindle their feelings into enthusiasm over the striking Picture of a
noble historical building, or famous deed, pictured before them on the walls of
their school-room. Such Pictures should awaken in their minds ideas of grand
and beautiful things, and would create in them sincere delight at great and noble
deeds done in " the brave days of old."
A child's aesthetical nature cannot be separated from his emotional. A
Statue, a Picture, a Flower, rouses his feelings of love for the beautiful; and the
FACILITIES FOR PROFESSIONAL AND TECHNICAL EDUCATION IN ONTARIO. 155
emotions, thus created, lead to right impulses in the heart. The- same is true in
this respect. The presence of that which is grand in nature leads often to loftiness
of purpose. Nobleness of character, grand, unselfish deeds, as well as living ex-
amples, can be made to stir the childish mind to efforts toward that which is noble
and grand, even in the every-day life of the common man.
Pictures on the School Eoom Walls and works of Art to cultivate the taste
... . contribute to create a new sense almost unconsciously leading to the forma-
tion of correct impulses and right action.
We have in a collection which I have made more than eighty Photographs
of Statues and Monuments in the Dominion, (which are available for publication
in a separate form for the School by the Education Department), by which Trus-
tees and Teachers could easily see what a great variety of National and Patriotic
subjects there are, from which selections might be made, (and then enlarged), for
the purpose of the decoration of their School Eooms. These historical illustrations
could also be made available by Teachers in giving instruction in Canadian
History.
I have made arrangements with the Grand Trunk and Canadian Pacific Kail-
ways whereby the large Pictures of their various places in the Dominion may be
procured for the decoration of School Eooms.
There are also in my collection coloured pictures of various Indian Tribes in
the Northwest, which, when grouped, present a very striking appearance, and
might be made the means of interesting children in geographical lessons relating
to that part of our Dominion.
Now that our Historical Societies have " a local habitation and a name " in
so many places in " this Canada of ours," we might, by a little effort, enlist their
active sympathies and patriotic zeal in promoting, in our many large and beautiful
School Houses, the love of country, and a spirit of emulation of heroic deeds, by
familiarizing the children which attend them with pictures of famous persons, and
of great and notable events in the history of this " our land and nation."
SCHOOL HOUSE ACCOMMODATIONS OF HIGH SCHOOLS.
School accommodation shall be considered as divided into four grades, accord-
ing to the character and extent of the premises, School Buildings and their Equip-
ment.
NOTE. — The Eegulations for the High Schools in regard to School House
Accommodation are the same, mutatis mutandis, as those for the Public Schools.
FACILITIES FOE PEOFESSIONAL AND TECHNICAL EDUCATION
IN ONTAEIO.
Professional. Technical.
I. Legal Education. IV. Practical Science.
II. Medical Education. V. College of Agriculture.
III. Military Education.
I. LEGAL EDUCATION, OE THE STUDY OF THE LAW.
Practical Legal Education can only be obtained under the direction of the
Law Society of Upper Canada, and Degrees in Law can only be obtained by
attendance on —
156 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
(1) The University of Toronto Law Course.
No lectures are delivered in the Faculty of Law in this University; but the
following are the requisites for obtaining the degree of LL.B. in the ordinary
course : —
Having matriculated in the Faculty of Law;
Being of the standing of four years from Matriculation;
Having passed in each of those years the Examinations prescribed in the
Statute respecting "subjects of examinations in the Faculty of Law;"
Being of the full age of twenty-one years.
(2) The University of Queen's College Law Course,
The Law Course in Queen's College extends over three years. Candidates
must pass a Matriculation Examination, unless they have already passed a similar
in any College, or have been admitted as Students of the Law Society for Upper
Canada. Lectures are delivered by three Professors.
(3) The University of Victoria College Law Course.
The Law Course in Victoria College extends over four years. Candidates
must pass a Matriculation Examination unless they have been admitted as Bar-
risters by the Law Society of Upper Canada. A Student of three years' standing
in Arts may enter at the Examination for the second year ; and a Graduate in the
same Faculty may enter at the third Examination. No Lectures are given, but
annual examinations in the subjects prescribed are held.
(4) University of Trinity College Law Course.
No Lectures in Law have been given since the Law Course was opened at
Osgoode Hall by the Law Society.
The Law Society of Upper Canada was established in 1797, by the Act 37,
George III., Chapter 13, which enabled the then Practitioners of the law to
form themselves into a Society, "for the purpose of securing to the Country and
the profession a learned and honourable Body, to assist their fellow-subjects, as
occasion may require, and to support and maintain the Constitution of the Prov-
ince." By the same Act, the Judges of the Superior Courts were constituted
Visitors, with authority to sanction such Eules as they considered necessary for
the good government of the Society. In 1822, the Society was incorporated by the
Act 2, George IV., Chapter 5, and its functions vested in the Treasurer and the
Benchers -for the time being, elected according to the By-laws of the Society, much
in the same manner as in the Law Societies of Great Britain and Ireland. The
Benchers sit in Convocation every Law Term, for the admission of Students and
Barristers and Attorneys, and for other business.
In Upper Canada the Profession of Law is divided into two Branches, each
subject to its own peculiar Eegulations, and, to a certain extent, independent of
the other, though generally the one person practises in both. They are Bar-
risters, or persons authorized to " plead at the bar " of the Courts of Law, or
Equity, and to take upon them the advising and defence of clients, and from
whom all Judges, King's or Queen's Counsel, and Attorneys and Solicitors Gen-
eral are selected ; and Attorneys and Solicitors, or persons authorized to " appear
in the Courts" in the place and on behalf of others, to prosecute and defend
COURSE OF STUDY OF THE LAW SOCIETY OF UPPER CANADA. 157
actions on the retainer of clients. The only distinction between these two latter
is, that " Attorney " is the title adopted in the Courts of Common Law, and
" Solicitor " the title adopted in the Courts of Equity.
In the Study of Law, the Course prescribed by the Law Society for Upper
Canada takes precedence.
Students who have already passed through a three, or four, years' University
Course of Law Studies are still required, if they wish to become Barristers-at-Law,
to begin de novo, and continue as Students of the Law Society for tkree years
Longer. While those who are not University Graduates are only required to re-
main on the Books of the Law Society as Students for five years. All Students
must be at least sixteen years of age; they must attend Term Lectures, and must
receive their professional education under the superintendence of some Barrister.
In order to facilitate the education of the Students, the Law Society has
arranged "that the tuition of the Pupils attending the Law School shall be by
means of Lectures, Readings, and Mootings; that there shall be four Eeaders,
videlicet, the Reader on, Common Law, the Reader on Equity, the Reader on Com-
mercial Law, and the Reader on the Law of Real Property ; that in addition to the
Lectures in Term, there shall be Lectures during the three educational Terms of
each year, which shall continue for six consecutive weeks each. The attendance
on the Lectures of the educational Term is, however, voluntary. In order to give
an additional stimulus to the Study of Law in Upper Canada, the Society has
established four Scholarships, (one for each year's Course), which are open to any
Students on the Society's Books, whether Pupils of the Law School, or not. These
Scholarships are of the respective values of One hundred and twenty, One hundred
and sixty, Two hundred, and Two hundred and forty dollars per annum, and are
payable quarterly. The Readers deliver the Lectures, hold Readings, and preside
at Mootings or the Moot Courts. The charge for attendance at the Law School
is one dollar per Term. Students of the Law Society are admitted upon examina-
tion in one of the three following classes, videlicet: the University Class, the
Senior Class, and the Junior Class. The Examination in the University and the
Senior Classes is the same, and includes Greek, Latin, Mathematics or Metaphysics,
Astronomy, Ancient and Modern Geography and History; the Examination in the
Junior Class is in Latin, Mathematics, English History, and Modern Geography.
COURSE OF STUDY AND EXAMINATION OF THE LAW SOCIETY OF UPPER CANADA,
1864.
Ordered, That the examination for admission shall, until further order, be in
the following Books respectively, that is to say: —
For the University Class.
In Homer, First Book of Iliad, Lucian, (Charon Life, .or Dream of Lucian
and Timon), Odes of Horace, in Mathematics, or Metaphysics, at the option of the
Candidate, according to the following Courses respectively: Mathematics, Euclid,
(1st, 2nd, 3rd, 4th, and 5th Books,) or Legendre's Geometrie, (1st, and, 3rd, and
4th Books,) (Walker's and Whately's Logic, and Locke's Essay on the Human
Understanding), Herschell's Astronomy, (Chapters 1st, 3rd, 4th, and 5th,) and
such works in Ancient and Modern Geography and History as the Candidates may
have read.
158 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
For the Senior Class.
In the same subjects and Books as for the University Class.
For the Junior Class.
In the 1st and 3rd Books of the Odes of Horace; Euclid, 1st, 2nd, and 3rd
Books, or Legendre's Geometric, by Davies, 1st and 3rd Books, with the Problems ;
and such works in English History and Modern Geography as the Candidat< s may
have read.
Ordered, That the Class, or order, of the Examination, passed by eaHi Candi-
date for admission, be stated in his Certificate of Admission.
Ordered, That in future, Candidates for Call with Honours, shn'.l attend at
Osgoode Hall, on the last Thursday, and also on the last Friday, of Vacation, and
those for Call, merely on the latter of such days; and Candidates for Certificates
of Fitness on the last Saturday in Vacation.
Ordered, That the Examination of Candidates for Certificates of Fitness for
admission as Attorneys, or Solicitors, under the Act of Parliament, 20th Victoria,
Chapter 63', and the Eule of this Society of Trinity Term, 21 -t Victoria, Chapter 1,
made under authority and by direction of the said Act, sliali, until further order,
be in the following Books and subjects, with which such Candidates will be ex-
pected to be thoroughly familiar, that is to say : —
Blackstone's Commentaries, 1st Volume; Smith's Mercantile Law; Williams
on Real Property; Story's Equity Jurisprudence; the Statute Law, and the Plead-
ings and Practice of the Courts.
NOTICE. — A thorough familiarity with the prescribed subjects and Books will
be required from Candidates for admission as Students; and Gentlemen are
strongly recommended to postpone presenting themselves for examination unti^
fully prepared.
NOTICE. — By a Eule of Hilary Term, 18th Victoria, Students keeping Term
are henceforth required to attend a Course of Lectures to be delivered, each Term,
at Osgoode Hall, and exhibit to the Secretary on the last day of Term the
Lecturer's Certificate of such attendance.
Certificate of Fitness for Admission as Attorneys, or Solicitors, in upper Canada.
To keep Terms. — Every Candidate for Certificate of Fitness for admission as-
Attorney or Solicitor, shall keep two Terms pursuant to the Statute in that
behalf. The two Terms to be kept by Articled Clerks under the Statute shall be
kept by their attending the sittings of the Courts of Queen's Bench and Common
Pleas, or one of them, agreeably to the provisions of the said Act, and of the Eules
of the said Courts in that behalf, every day on which such Courts, or either of
them, sit during Term, and by their entering their names, and subscribing their
declaration of attendance in the Articled Clerk's Attendance Book of such Courts,
or either of them, pursuant to the said Eules of Court respectively.
Every such Candidate shall leave with the Secretary of this Society a Certi-
ficate or Certificates of such attendance from the Clerks of such Court, or Courts,
together with his Petition for Certificate of Fitness, Articles, and other Papers, or
sufficiently excuse the production thereof, as prescribed by the said Act, and the
Eules of the Society respecting the same.
In case any such Articled Clerk, while at Toronto, for the purpose of attend-
ing the sittings of such Courts, or either of them, in compliance with the require-
COURSE OF STUDY OF THE LAW SOCIETY OF UPPER CANADA. 159
ments of the said Act, be, from sickness, or other unavoidable impediment, pre-
vented from being, or remaining, in attendance in Court for the whole, or any part
of the Term, that such Court, or Courts, may be sitting on any day in either of
such Terms, said Articled Clerk shall, nevertheless, be allowed such day, or days,
attendance, as within the meaning of the said Act, upon his satisfying the Clerks
nf the Crown and Pleas of the said two Courts, by Certificate from his Medical
Attendant, or otherwise to their satisfaction, that such sickness, or other unavoid-
able impediment, was the sole cause of such absence ; and upon such Articled Clerk
leaving with the Secretary of this Society a Certificate thereof under the hands
of such Clerks of the Crown and Pleas at the same time that he leaves his Petition
for Certificate of Fitness and other Papers, as hereinafter prescribed.
All applications for Certificates of Fitness for admission as Attorney, or
Solicitor, under the said Act shall be by Petition in writing, addressed to the
Benchers of the Society in Convocation, and every such Petition, together with
the Documents required by, and the Fees payable to, this Society under the said
Act, or under the Rules of the said Courts, or those of this Society, shall be left
with the Secretary of the Society at Osgoode Hall, on or before the third Saturday
next before the Term in which such Petition is to be presented, and the Sub Treas-
urer's receipt for such Fees shall be a sufficient authority to the " Examiners for
Call " to examine the Applicant by written, or printed, questions.
In the case of persons who entered into contracts of service prior to the 1st
of July, 1858, if, by reason of the expiration of the period of such service in Term
time, any such person cannot comply with the requisites of the last Section on, or
before, the third Saturday therein mentioned, or before the day appointed for
Examination in writing before the Examiners in the Vacation next after such Sat-
urday, but the period will arrive previous to the last Thursday in the then next
ensuing Term, such person may, in lieu of his Articles, or contract, of service, de-
posit his Affidavit, stating the date of his Articles, the day when his service there-
under will expire, and when the same were filed, and upon complying in other
respects with the terms of the foregoing Section, may be examined by the Examiner
on such Examination Day, and the Benchers in Convocation, upon being satisfied
on the first day of Term of the foregoing facts, and that all other requisites of the
Statute and of the Rules of the Society entitling the party to Oral Examination
have been complied with, may proceed to the examination of the Applicant not-
withstanding the non-completion of his service under Articles; but no Certificate
of Fitness shall be issued until the expiration of such period of service, nor until
all and every other requirement of the Statute, and of the Rules of the Courts and
of the Society, have been complied with.
Every Candidate for a Certificate of Fitness for admission as an Attorney, or
Solicitor, under the said Act, shall, with his Petition for such Certificate, leave
with the Secretary of the Society at Osgoode Hall Answers to the several Ques-
tions set forth in the Schedule to this Rule annexed, signed by the Attorney, or
Solicitor, with whom such Articled Clerk has served his Clerkship, together with
the Certificate in the said last-mentioned Schedule also contained.
In case any such Candidate, at the time of leaving his Petition for Certificate
of Fitness and Papers, ~with the Secretary of this Society, as herein provided,
proves to the satisfaction of the said Secretary, that it has not been in his power
to procure the Answers to the Questions contained in the same Schedule " B," from
the Attorney, or Solicitor, with whom he may have served any part of the time
under his Articles, or from the Agent of such Attorney, or the Certificate of Ser-
160 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
vice therein also contained, the said Secretary shall state such circumstances
specially in his Eeport to Convocation on such Articled Clerk's Petition, and,
thereupon, the Benchers in Convocation may dispense with the production of such
last mentioned Answers and Certificates, or any of them, as they may think fit and
reasonable.
Examination for Certificates of Fitness. — Candidates for Certificates of Fit-
ness shall be examined in writing, and orally in like manner as Candidates for
call " simply," according to the Bules of the Society in that behalf, and in the
following Books and Subjects, that is to say: Blackstone's Commentaries, 1st
Volume; Smith's Mercantile Law; Williams on Eeal Property; Story's Equity
Jurisprudence; The Statute Law; the Pleadings and Practice of the Courts, or
in such other Books and Subjects as the Benchers in Convocation, (or as the
Examiners, with the assent of the Benchers in Convocation), may, from time to
time, for that purpose prescribe and appoint.
Candidates for Certificates of Fitness for Admission as Attorneys or Solici-
tors shall attend at Osgoode Hall on the last Wednesday of the Vacation previous
to the Term in which their Petitions are to be presented, and shall receive from
the Examiner of the Society copies of the Questions to be answered by them in
writing, and shall then and there, under the supervision of such Examiner, frame
Answers to such Questions, and deliver such Answers in writing to him for the
Benchers in Convocation.
The attendance of such Candidates for the purposes mentioned in the fore-
going Section of this Eule shall be at 10 o'clock A.M., and the Answers shall be
delivered to the Examiner by 3 o'clock P.M., of the same day.
The Secretary shall report upon the Petition of every Candidate for Certificate
of Fitness for admission as Attorney, or Solicitor, and such Eeport, together with
the Petitions and Documents to which they refer, shall be laid on the Table of
Convocation on the first day of Term, — he shall also make a Supplementary Eeport
upon the Articles of Clerkship when received by him, of Applicants, whose term
of service expires during the Term.
The Oral Examination of Candidates for Certificates of Fitness shall take
place on the first day of Term.
The Examination of Candidates for Certificates of Fitness for admission as
Attorneys, or Solicitors, shall not be entered upon the first day of any Term until
the Examination of all Candidates for Call to the Bar on the order of the day for
that day be first disposed of.
Remarks of Chief Justice Robinson on the Study of Law, on the Occasion of his
Retirement from the Bench, 1862.
On the occasion of the presentation, by the Law Students, of an Address to
the ex-Chief Justice of Upper Canada, on his retirement from that office, the
venerable Chief thus replied to them: —
You give me much pleasure toy this expression of your respect and esteem.
I should have been wanting in a material part of my public duty if I had failed
to treat with consideration and courtesy all persons, whether young, or old, properly
addressing themselves to me on any matter of business; and I should, besides, have
been setting a bad example to a large class of young Gentlemen out of whom our future
Judges are to t>e taken.
Since I began the study of Law, in 1807, there has been, as we must admit, time
tor many changes. I will notice a few which have taken place in the condition of Law.
ADDRESS OF SIR J. B. ROBINSON ON LAW STUDIES. 161
In deference to the better opportunities of obtaining a superior education, and
Dy way of inducements to youth to avail themselves of them, the period of pupilage, if
I may so apply the term, has been shortened by two years in favour of Graduates in Arts,
or in Law — and Students at the present day have the greater advantage of hearing
Lectures on the different Branches of Law, which encourages and enables them to study
the Science systematically, as other 'Sciences are studied.
It is a great convenience to them also that they are saved both time and trouble
by the manner in which our Public Statutes have been consolidated and arranged, which
was mainly the work of a late distinguished! Judge, whose kind interest in the Law
Students attracted in a particular manner their respect and regard.
I will mention as another advantage, and one most material, that much that was
formerly difficult and embarrassing in the mere technicality of the Law has by late
changes been swept away, which gives more time to the Student for acquiring what
better recommends itself to his reason and judgmnet, as being really necessary to the
solution of questions of right. . . .
SIR JOHN BEVERLEY ROBINSON,
Chief Justice of Upper Canada.
I remember that for more than twenty years after I came to the Bar any young
Lawiyer of sound understanding and obliging disposition, although he were but moder-
ately learned in his profession, might go into any of our Towns, or Villages, and if he
were but attentive, and honourable in his conduct, and usually to be found in his Office,
when he might reasonably be expected to be there, he was sure to be able not only to
live in comfort by his profession, but to acquire a position of influence in the com-
munity.
I am aware that at the present day this is by no means so certain. I fear, indeed,
that largely as the number of clients has increased, yet the number of those who are
relying upon the practice of the iLaw for advancement in the world, or at least for
independence, is increasing in a greater proportion.
Still, after all, the door is never closed to genius, or to constant and well directed
perseverance. The laborious study, the patience and self-denial of a Kenyon, or an
Eldon, cannot always be depended upon for leading in any Country to such eminence
as they attained; but it is seldom that they fail to advance to honour and independence
those who resolutely rely upon them.
If I may be permitted to offer a few words of advice on this occasion, where they
11
162 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN" ONTARIO.
may seem rather out of place, I strongly recommend to you to cherish a laudable
ambition, to aspire to excellence, and to hope for distinction from studious application,
and after you shall be called to the Bar, you should not be discouraged by a few months,
or even years, of hope deferred. You would do wisely, too, I thiink, to make some one
branch of the Law an especial object of study, — resolving to know, so far as it may be
piossible for you, everything that can be known in it, meaning and hoping to become in
time an admitted authority in that particular department of the Law, whether your
inclination and judgment shall lead you to select the Criminal Law, the Law of Real
Property, Commercial Law, or pleading generally, or practice generally.
Such a course would, I believe, insure to the person who pursues it the advantage
of soon being generally and favourably kniown. He would acquire a reputation which
must advance him in ihis profession, secure for him the confidence and respect of his
legal brethren, and make his services sought after by those who have valuable interests
to protect.
I can remember too well, how difficult it is in youth to govern ourselves by the
maxims of which we shall assuredly feel the truth in our maturer years, whether we
shall have conformed to them, or not. Those are happy who consider, at the outset of
life, that every individual has his appointed time on earth, that years speed swiftly
away, and cannot be recalled, and that to leave be'Mnd us some honourable proofs that
we have not lived in vain should be our aim, and is wihat we should, if possible, accom-
plish.
" Stat sua cuipue dies breve et irreparabile tempus,
Omnibus est vitae sed faman extenders factis
Hie labor, hoc opus est."
CURRICULUM FOB LAW EXAMINATIONS, 1872.
The Benchers have made a good many changes in the subjects and Books for
examination of the various grades of Students. Below is a complete list as
arranged for the future. The Eegulation as to Graduates of Universities comes in
force next term; the other changes in next Hilary Term. All former requisites
" for call," or admission as Attorneys, not mentioned in the subjoined information,
will remain in force.
Graduates of any University in Her Majesty's Dominions empowered to
grant Degrees will be allowed to enter without examination upon giving a Term's
notice, paying the usual Fees, and presenting .their Diplomas to the Convocation.
Others than Graduates will- be examined in the following Books : — Horace,
Odes, Book iii. ; Virgil, ^Eneid, Book vi. ; Caesar's Commentaries, Books v. and vi. ;
Cicero, Pro Milone; Arithmetic, Algebra to end of Quadratic Equations; Euclid,
Books i., ii., and iii. ; Outlines of Modern Geography, W. Douglas Hamilton's His-
tory of England; English Grammar and Composition. The examination will be
partly written and partly oral.
Articled Clerks will be required to pass an examination in the following
3ooks before their service will count under their Articles : Caasar's Commentaries,
Sooks v. and vi.; Arithmetic, Euclid, Books i., ii. and iii.; Outlines of Modern
Geography; W. Douglas Hamilton's History of England; English Grammar and
Composition; Elements of Bookkeeping.
1st Intermediate.— Williams on Real Property, Smith's Manual of Equity -
Jurisprudence, Smith's Manual of Common Law. The Act respecting the Court
of Chancery.
2nd Intermediate. — Leith's Blackstone; in Greenwood's Conveyancing, the
Chapters on " Agreements," " Sales," " Purchases," " Leases," " Mortgages," and
"Wills;" Snell's Treatise on Equity; Broom's Common Law; Consolidated
CURRICULUM OF LAAV STUDIES, 1872-1876.
Statutes, U. C. Chapter 88; Statutes of Canada, 29th Victoria, Chapter 28; the
Insolvency Acts.
1st Year. — Stephens' Blackstone, Volume I; Stephens on Pleading; Williams
on Personal Property; Griffith's Institutes of Equity; Consolidated Statutes, U.C.,
Chapter 12; Consolidated Statutes, U. C., Chapter 43.
2nd Year. — Williams on Real Property; Best on Evidence; Smith on Con-
tracts; Snell's Treatise on Equity, the Registry Acts.
3rd Year. — Real Property Statutes in Ontario; Stephens' Blackstone, Book
V. ; Byles on Bills; Broom's Legal Maxims; Story's Equity Jurisprudence;
Fisher on Mortgages, Volume I., and Chapters 10, 11 and 12 of Volume II.
4th Year. — Smith's Real and Personal Property; Russell on Crimes; Common
Law Pleading and Practice ; Benjamin on Sales ; Dart on Vendors and Purchasers -T
Lewis, Equity Pleading and Practice in this Province.
Leith's Blackstone; Watkin's Conveyancing, 9th edition; Smith's Mercantile
Law; Story's Equity Jurisprudence; Leake on Contracts; The Statute Law; The
Pleading and Practice of the Courts. Students will also be liable to be re-exam-
ined in all or any of the subjects of the intermediate examinations.
Blackstone, Volume I; Leake on Contracts; Watkin's Conveyancing; Story's
Equity Jurisprudence; Stephens on Pleading; Lewis, Equity Pleading; Dart's
Vendors and Purchasers; Taylor on Evidence; Byles on Bills; The Statute Law;
The Pleading and Practice of the Courts.
In addition to the Books for call only, Candidates will be examined in Russell
on Crimes; Broom's Legal Maxims; Lindley on Partnership; Fisher on Mort-
gages; Benjamin on Sales; Jarmin on Wills; Von Savigny's Private International
Law (Guthrie's edition) ; Maine's Ancient Law. Candidates for call will also be
liable to re-examination in any of the Books for the Intermediate Examinations.
CURRICULUM FOR LAW EXAMINATION, 1876.
1. That after Hilary Term, 1877, Candidates for admission as Students-at-
Law, (except Graduates of Universities), be required to pass a satisfactory exam-
ination in the following subjects: —
Classics. — Xenophon, Anabasis, Book I. ; Homer, Iliad, Book I. ; Cicero, for
the Manilian Law; Ovid, Fasti, Book I., Verses 1-300; Virgil, ./Eneid, Book II.,
Verses, 1-317; Translation from English into Latin; Paper on Latin Grammar.
Mathematics. — Arithmetic; Algebra, to the end of Quadratic Equations;
Euclid, Books I., II., III.
English. — A paper on English Grammar; Composition; an examination upon
" The Lady of the Lake," with special reference to Cantos v. and vi.
History and Geography. — English History from Queen Anne to George III.,
inclusive. Roman History, from the commencement of the second Punic war to
the death of Augustus; Greek History, from the Persian to the Peloponnesian
wars, both inclusive; Ancient Geography — Greece, Italy, and Asia Minor; Modern
Geography; North America and Europe.
French. — A paper on Grammar. Translation of simple sentences into
French prose. Corneille, Horace, Acts I. and II.
German. — A paper on Grammar. Musaeus; Stumme Liebe. Schiller, Lied
Von der Glocke.
2. That after Hilary Term, 1877, Candidates for admission as Articled
Clerks, (except Graduates of Universities and Students-at-Law), be required to
pass a satisfactory examination in the following subjects —
164 DOCUMENTS ILLUSTRATIVE OF EDUCATION IX ONTARIO.
Ovid, Fasti, Book I., vv. 1-300, — or
Virgil, ^Eneid, Book II., vv. 1-317.
Arithmetic.
Euclid, Books I., II. and III.
English Grammar and Composition.
English History — Queen Anne to (George III.
Modern Geography — North America and Europe.
Elements of Book-keeping.
3. That a Student of any University in this Province who shall present a
Certificate of having passed, within four years of his application, an examination
in the subjects above prescribed, shall be entitled to admission as a Student-at-
Law, or Articled Clerk, (as the case may be), upon giving the prescribed notice
and paying the prescribed Fee.
4. That all Examinations of Students-at-Law and Articled Clerks be con-
ducted before the Committee on Legal Education, or before a Special Committee
appointed by Convocation.
THOMAS HODGINS, Chairman.
Adopted by the Benchers in Convocation, August 29th, 1876.
OSGOODE HALL, Trinity Term, 1876. J. HILLTARD CAMERON, Treasurer.
II. MEDICAL EDUCATION IN TORONTO.
The earliest Medical Act affecting Canada was one passed in 1788 by the
British Parliament. It provided that no one should practise Physic, Surgery, or
Midwifery within the Province of Quebec (which then included all Ontario and a
great deal more), without a license. Under this Act, the selling and distributing
of Medicine by retail, or prescribing for sick persons for gain without a license,
was prohibited. The license was obtained by passing an examination conducted
by capable persons appointed by the Governor or the Commander-in-Chief of the
Province. All licenses granted to practise Physic, Surgery, Midwifery, or Phar-
macy were ordered to be registered in the office of the Clerk of the Peace nearest
to where the person licensed lived. Fines of £20 for the first breach of this Act,
£50 for the second, and £100 and three months' imprisonment for each subsequent
offence indicate how stringent the law was.
Soon after the war of 1812, the first Hospital was built in York (now To-
ronto), of which the present splendidly equipped and excellently managed To-
ronto General Hospital, and the other Hospitals in that City, and indeed through-
out the Province, may be regarded as the legitimate successors.- In 1815 a
Medical Act was passed for Upper Canada (now Ontario), having very similar
provisions to those contained in the Act of 1788. At this time the number of
medical men in the Province were about forty; now there are about 2,500 regis-
tered Medical Practitioners in Ontario.
In 1818 a new licensing Medical Act was passed. It authorized the appoint-
ment of a Board of Medical Examiners to examine all Candidates for license.
With a brief interval, this Board continued to .exist for many years, and only
finally discontinued its work when the College of Physicians and Surgeons of
Ontario was called into existence in 1866. For a short time, from April, 1839,
till July, 1841, it was in abeyance in consequence of the passing of an Act of the
Legislature of Upper Canada incorporating the College of Physicians and Sur-
geons of the Province. This Act was disallowed by the British Government in
MEDICAL EDUCATION IN TORONTO. — DOCTOR JOHN ROLPH. 165
December, 1840, on the representation of the Royal College of Surgeons of Eng-
land that it infringed the chartered rights of that college.
The Medical Board was then immediately re-appointed and resumed its duties
in July, 1841. For twenty-five years longer it continued to hold its examinations
regularly every three months, and did good service to the Province, its work being
well and faithfully performed
DOCTOE JOHN ROLPH.
SKETCH PREPARED BY WALTER B. GEIKIE, M.D., C.M., D.C.L.
For several years before there was any regular Medical School in Upper Can-
ada— as early as during the " thirties " — the late Honourable Doctor John Rolph,
who is deservedly known as the " Father of Medical Education " in the Province,
was in the habit of receiving pupils into his House in York, (now Toronto), from
various parts of the Country, to whom he gave a very thorough medical educa-
tion,— which he was exceptionally well qualified to do. Born and thoroughly
educated in England, he was one of the most highly gifted of the many prominent
men of that day, who, in various walks of life made Upper Canada their home.
Although originally a Member of the Legal Profession, having been called to the
Bar in London, England, and a Member of the Inner Temple, he was also a
favourite pupil of Sir Astley Cooper, and a Member of the Royal College of Sur-
geons of England. He loved the Medical Profession dearly, and was never hap-
pier, nor more at home, than when teaching its various branches to the young men
whose good fortune it was to have so able and interesting a Teacher. Some of his
early pupils subsequently became distinguished, and many still occupy high posi-
tions as Medical Teachers and Practitioners.
The Rebellion of 1837, which interfered with this work, proved to be an event
which did much good to Canada in bringing about the peace, happiness, and per-
fect freedom she has now for many years past enjoyed. Doctor Rolph, who was a
Hampden in his love of political freedom, was, as may be supposed, one of the
leading Reformers of the time, and sympathized with the movement in which he
became more or less involved. Some of its promoters of this movement were
arrested, and others fled the Province. Doctor Rolph was amongst the latter, and
went to Rochester, United States, where he resided and practised his profession
till 1843, when the Canadian Legislature passed an Act, of which he took advan-
tage, permitting all exiles for political causes to return to Canada. Several Cana-
dian students went to Rochester during Doctor Rolph's residence there, in order
to get the benefit of his excellent teaching.
Immediately upon his return to Toronto he resumed his favourite work, and
formed a Medical School which very shortly became famous, and did as good work
in Medical Teaching as has ever been done in Canada. This School for many
years bore the name of its respected founder. The late Doctor Joseph Workman, a
man of great ability and an excellent and highly educated Teacher, became, at
Doctor Rolph's request, (and continued for several years), his most energetic
helper. The Medical School soon stood so high that its Tickets were received
everywhere, and its Students were exceptionally successful in passing their Ex-
aminations before the Medical Board. It may be interesting to recall here that
when the number of Students had increased so as to require more 'accommodation
than an ordinary private house could furnish, the Class-room first fitted up for
them formed the end of a frame Building on Doctor Rolph's premises. One part
of this Room had plain pine Seats in it, ranged one above the other, while the
166 DOCUMENTS ILLUSTRATIVE OF EDUCATION IX ONTARIO.
'Table behind which Doctor Eolph and the other Lecturers sat when they lectured
was the Vat in use for Anatomical purposes. The rest of this Boom was provided
with dissecting Tables on trestles, and this constituted the Dissecting Room,
•where a great deal of good dissection was done for a number of years.
Humble as this Building was, and small as such a beginning may appear,
when compared with the finely built and well equipped Medical Colleges of to-day,
ieaching of a very high order was given in it, and with a punctuality, earnestness,
ability and fulness, not to be surpassed, and which is not now surpassed anywhere
in Canada. True, since those days the Study of Medicine has greatly advanced —
some subjects now being taught as separate departments, which were then com-
paratively unknown — but what at that time was considered essential to a good
•medical education, videlicet, complete instruction in anatomy, physiology, materia
medica and therapeutics, including the necessary knowledge of chemistry, medi-
cine, surgery, midwifery and diseases of women and children, was there exhaus-
lively given. It is indeed a question whether to-day the young men studying
Anatomy in any of our Schools are better instructed than were the Students of
ihose days, although the latter did all their work in so primitive a College Build-
ing, and were not allowed the use of illustrated Books, or Plates to any extent,
but were obliged to study and trace out for themselves every part, great or small,
•of the human body, and were constantly and thoroughly examined in their work
.as they did it.
Doctor Eolph himself never neglected this latter essential part of a Student's
training. Speaking of the founding of his School in an Annual Announcement,
issued a good many years later, he says, that his School of Medicine was founded
in 1843 and incorporated by Act of the Legislature in 1851, so that this School
was really the first Medical Teaching Body established in Upper Canada, and it
was from the first entirely self-supporting. In the summer of 1850 a great advance
was made by this Medical School. Doctor Eolph, at his own expense, built a new
brick Building adjoining his House on Queen Street West, the north side, a few
<3oors west of Teraulay Street. The upper part of this Building was reached by a
stair leading direct from the Street, and consisted of two large Eooms, one of these
being nicely fitted up as a Lecture-room, and the other as a Museum. The latter
had on its walls a very large number of carefully prepared Anatomical Specimens,
the work of industrious, painstaking Students of the School. These preparations
made the Museum attractive and very useful to the studious members of the Medi-
cal Classes. At the same time, another Building on Eichmond Street West was
rented and fitted up by Doctor Eolph as a second Lecture-room. Some of the
medical Lectures were delivered in the Queen Street Lecture-room and others in
that on Eichmond Street. The old Dissecting-room in the Queen Street House
did good service for some time. After these changes, which in themselves indicated
prosperity, the School suffered for a short time from the withdrawal of Doctor
Eolph, who re-entered political life and accepted a seat in the Cabinet of 1851.
He returned, however, to his College duties with great pleasure in 1855.
The Toronto School of Medicine, as Doctor Eolph named it, in 1854, (by
arrangement with the Board of Victoria College,) became the Medical Depart-
ment of that University. The connection of the Medical School with this Insti-
tution, while adding to the prestige and influence of the latter, would enable
Students, who desired to do so, to proceed to their Degrees in Medicine, instead
of taking only the license of the Medical Board, as heretofore. In 1856 a large
building in Yorkville was purchased and fitted up for the newly-formed " Medical
MEDICAL EDUCATION IN TORONTO. — DOCTOR JOHN ROLPH. 167
Department/' and for a good many years afforded ample accommodation and every
facility for Medical Teaching.
Some difference in connection with the School arose between Doctor Rolph,
who was Dean of the Faculty, and his Colleagues, soon after these changes had
taken place. The Victoria College Board supported Doctor Rolph on its being
appealed to in the matter. On this account his Colleagues resigned in a body
just the day after the opening of the Session of 1856-7. The University authorities
promptly accepted the resignations which had been sent in, and directed the Dean,
as the responsible Head of the Department, to fill the places of the Gentlemen who
had retired, as well and as speedily as he could. This he did, and he alone kept
everything going on for the time in the College. He lectured during this period
four, or five, times every day on the various subjects to the entire satisfaction of
the Students, who with hardly an exception stood by their able Teacher and Dean,
to whom a complimentary Address was presented. (See below.)
The high character of the Dean's teaching during this time made it even more
difficult, than it would otherwise have proved, for the new Professors, whom he
called to his aid, and appointed to fill the vacancies. At this time the Writer was
appointed Professor of Materia Medica and Therapeutics, to which Chair the
duties of another were soon added, videlicet, those of Midwifery and Diseases of
Women and Children. With further and very willingly rendered help, the Session
was successfully completed. All the vacant Chairs were soon satisfactorily filled.
During Doctor Rolph's Deanship, which lasted until 1870, this Medical School
was singularly prosperous! When the arrangement with Victoria College was first
entered into, the name used was " The Toronto School of Medicine, and Medical
Department of Victoria College." The Professors, who had resigned, as they con-
stituted a majority of the Members of the Corporation of the " Toronto School of
Medicine," rented a Building from the University of Toronto, in which they estab-
lished themselves under the old name of " The Toronto School of Medicine," and
continued to teach under this name until 1887, when the Members of its Faculty,
with a few others, became the Medical Faculty of Toronto University, which was
restored, under "the University Act" of 1887. . . . The Students and the
general public knew well that " Rolph's School," as it was called, was wherever
Doctor Rolph was teaching, and the Medical Department of Victoria was there-
after advertised as such, with the addition of the words, " Commonly known as
Rolph's School," which ans\yered every purpose. From year to year, with the Dean
at its head, this Medical Department steadily grew in public favour, and
was for years the most largely attended Medical College in Canada. Having
become somewhat enfeebled by age, being then in his 78th year, Doctor Rolph
resigned his Deanship, thereby closing a very active and useful life as a great
Medical Teacher in 1870.
ADDRESS TO DOCTOR ROLPH.
On the 17th of December, 1856, the Students of the Medical Department of
Victoria College presented the Honourable Doctor Rolph with an Address, and a
Service of Plate, as a mark of their appreciation of his labours.
In his reply to the Address, Doctor Rolph said: —
It Is not for language to convey all the emotions of the mind upon such occasions
as the one before me. Unable adequately to do so, I may safely trust that the generous
sentiments which have now prompted your action will enable you to apprehend, though
I cannot express, the feelings with which I accept this memorial of your too kind and
too favourable consideration.
168 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
It is not the least gratifying element of your Address that you so feelingly appre-
ciate the weighty responsibilities which await you in your professional career, and much
oi my reward will hereafter, as heretofore, arise from the contemplation of your future
usefulness and success.
The reference you make to your duties as Students will not fail to give a fresh
and grateful impulse to my labours as your Teacher. If I have successfully done my
duty, it is because you have worthily done yours. This mutual relation is inseparable,
— and although encouraged by your praiseworthy assiduity and meritorious progress,
I could with pleasure continue, (if your interests, demanded it), the arduous position
you so kindly notice; yet I am glad now to find myself associated with others who will
so ably contribute to your onward movement, for the consummation of your high reward.
1 warmly participate in your feeling's respecting our past labours and your meri-
torious predecessors; and it will be my future happiness and care to see you and your
successors welcomed abroad with the same honourable emulation and trustworthy
acquirements.
I again thank you, from the bottom of my heart, for this last token of your esteem
as pupils; and I trust that the same feelings will continue to animate us in any future
relations in the sphere of professional life.
At the conclusion of the presentation, addresses were given by Bev. George B.
Sanderson, Eev. Enoch Wood, Mr. J. C. Geikie, Professors Doctors Taylor, and
Geikie, and Mr. J. G. Hodgins.
During the fourteen years ending in 1870 the Toronto Medical School and the
Medical Department of Victoria under Doctor Eolph were the two rival Medical
Institutions in Toronto. The Toronto School was in affiliation with Toronto Uni-
versity, as was also Doctor Bolph's Victoria School. The Students of the latter
graduated for the most part at Victoria University. In time many of the Toronto
School Teachers became members of the Government Medical Board, of which
Doctor Eolph was also a Member. ... In course of time the Toronto School
obtained power from the Legislature to grant Certificates, which were equivalent
to the Governor's license. ... In 1866, however, great changes took place.
In that year Doctor Parker's Bill was passed, which established a Medical Council.
This body was further and more perfectly established by the subsequent Act of
1874. When, in 1875, the Toronto School occupied the building erected by Vic-
toria Faculty, on Gerrard Street, it became affiliated also with Victoria University,
and its students took their degrees, some from Victoria and some from Toronto
University, and some took both degrees.
In the early " seventies " Trinity Medical School was in full operation. For
some years it and Toronto School were keen but not unfriendly rivals. In 1874,
however, the permanent establishment of a Medical Council and a Central Board
of Examiners placed the various teaching and examining Medical bodies of Ontario
exactly in the same position as regards obtaining a License to practise in Ontario,
which the Medical Council alone has the power to grant after full examina-
tion. . . .
The Toronto University Medical Department. — In 1844 the Medical Faculty
of King's College (now the University of Toronto) had been first constituted.
. . . At the first Session the attendance was small. . . . But it increased
from year to year. The Faculty consisted of Professors Gwynne, King, Beaumont,
Herrick, Nicol and Sullivan, all well-known and highly respected Medical men in
their day, who were considered good Teachers of the branches they respectively
taught. . . .
The Medical Faculty continued in operation and the attendance of Students
became larger as the years went on till 1853, when a change was made in the Uni-
FACILITIES FOR MEDICAL EDUCATION IN ONTARIO. 169
versity Act under which Medicine and Law ceased to be taught in the University.
. . . The view held by the Legislature being that " State Institutions ought
not to train men for the lucrative professions of Law and Medicine at the public
expense, but should leave this to be done by private enterprise — that is, to self-
supporting Institutions." . . .
It was provided by the University Act of 1853 that Candidates for Degrees in
Medicine and Law should be examined by Examiners appointed annually by the
University for that purpose. ... In 1887 a Medical Faculty was restored to
the University by the Ontario Legislature. The Chairs were filled largely by the
Faculty of the Toronto School of Medicine. . . .
The Trinity School of Medicine. — In June, 1850, Doctor Hodder and Doctor
Bovell, decided that the time was opportune to organize a new Medical School.
They decided to call it the Upper Canada School of Medicine, and associated with
themselves as its Medical Faculty, Doctors Badgley, Bethune, Hallowell and Mel-
ville. In November of the same year this Faculty tendered its services to Bishop
Strachan, who had just returned from England, as the Medical Faculty of Trinity
College. The offer made was gratefully accepted, and in November the first Ses-
sion of the new Medical Department was formally opened with introductoi'y
Lectures by the respective Professors. . . . This Medical School made from
the first a very favourable impression from the popularity and ability of its well-
known Professors. Its success was great, and increased from session to session,
but . . . owing to circumstances over which the Faculty had no control what-
ever, and which could not occur now, all the Professors resigned in 1856.
After the lapse of fifteen years, the Medical Faculty was re-established in
the spring of 1871, and it was established on a much broader and more liberal
basis. . . . Dr. Eolph and the writer, and very shortly afterwards Doctor
Fulton, had withdrawn from Victoria College. Doctors Hodder, Bethune and
Hallowell, Members of the former Faculty, were still vigorous and glad to co-
operate in the restoration of the Faculty in which years before they had taken so
much pride, and had done such good work. The list of Teachers is given in the
Calendar for the winter session of 1871-2. . . . Chemistry and Botany were
to be taught by the Professors at Trinity College.
Of the original Faculty Doctors Hodder, Hallowell, Bethune, Beaumont,
Fulton, Eobertson and Kennedy have since died, and Doctor Geilde and Doctor
J. Algernon Temple are still (1900) in charge of their professional duties. . . .
The first graduating class in 1871 numbered thirty. The first Winter Session
opened with a good attendance, fifty-seven having entered. . . . The begin-
ning of the School was considered as most encouraging, and its prosperity has
been continuous from then till now.
In 1877, the Ontario Government, sanctioned a change . . . in the
terms of the affiliation of all Medical teaching bodies with Toronto University.
The chief change made in 1877 was, that thereafter no Medical teaching body
which formed part of another University could continue in affiliation. . . .
The Faculty of Trinity applied for, with the consent of the University, and ob-
tained, a special Act of Incorporation as an entirely independent Medical School
under the name of Trinity Medical School (1877). This Act gave the School
power to hold property; to conduct Medical teaching; to appoint Officers, Pro-
fessors and Lecturers ; to hold examinations and award honours. It gave it the
right to affiliate "with any University, or Universities," and all other privileges
enjoyed by any other Medical School in Ontario, including representation on the
Medical Council, and on the Medical Council's Board of Examiners. . . .
170 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The annual attendance at its various Classes continued for years at about
from 250 to 300 Students from all parts of Canada, the United States, and other
Countries. It is entirely self-sustaining, and never did better work than now. . . .
The Kingston Medical Faculty. — For a brief outline of the history of the
Medical Faculty of Queen's University, Kingston, I am indebted to Doctor Fife
Fowler, Dean of that Medical institution in Kingston in December, 1896. Early
in the year 1854 ... a petition headed by Mr. Robert Douglas was pre-
sented to Queen's College and the Medical profession of Kingston, praying them
to establish a Medical Faculty in Kingston. The University responded favourably
and gave permission to the new Medical Faculty to retain all graduation and regis-
tration fees, in full confidence that the best would be done to advance the cause
of nigher education, while at the same time entailing no financial burdens on the
University.
The Government of Canada, on application being made, and through the late
Sir John A. Macdonald, gave an annual grant to the Medical School at Kingston.
By the receipt of this grant the Medical Faculty was enabled to erect the com-
modious building it now occupies.
The London Medical Faculty. — In 1878 Bishop Hellmuth obtained the Char-
ier for the Western University. In 1882 a Faculty was organized. On the ls£
of January following the class numbered five. In the year 1896-7 seventy were in
.attendance. The Faculty has been greatly enlarged and considerably changed since
it began its work. The present Dean is Dr. W. H. Moorehouse, an old graduate
of Trinity, to whom I am indebted for these facts. The success of this College so
far has been quite encouraging.
The Ontario Medical College 'for Women. — This is now the only one of its
kind in Canada. It was established in Toronto in 1882, mainly through the efforts
of Doctor Michael Barrett, who was appointed its first Dean. In 1894 it was
placed upon a more permanent basis, a good College building having been erected
for its accommodation. Its name, too, was duly authorized by law. During the
first Session it had but two Students. It is now, after fifteen years, well equipped
and has a list of fifty Graduates and sixty registered Students. It is affiliated
with Trinity University and with the University of Toronto, and is entirely self-
sustaining.
III. MILITARY EDUCATION IN CANADA.
THE ROYAL MILITARY COLLEGE OF CANADA, KINGSTON.
A Sketch prepared by Mr. W. 8. Ellis, Principal of the Kingston College Institute.
When the four Provinces were, in 1867, formed into the Dominion of Canada,
it was clear that a necessary part of the new national outfit must consist of the
organization and support of those Institutions and agencies required in the admin-
istration of a State. Among these wants was that of a Military Establishment,
extensive enough to command a reasonable observance of legal enactments, to pro-
tect the resources of the Country from pillage, and to preserve the frontiers from
the depredations of outlaws. Such episodes as the " Trent Affair " and the
" Fenian Raids " were not so far distant in time that men had forgotten the need
for being prepared for defence in case either of war breaking out, or of the Raiders'
hordes having to be met.
In the early years of the Dominion's existence it became evident that if the
Militia Department were to render the service required from it, some means
MILITARY EDUCATION IX ONTARIO. THE MILITARY COLLEGE. 171
would have to be found for educating and training Officers for the duties, both
administrative and executive, that were likely to devolve upon them in a new
Country. Among the plans proposed for overcoming this difficulty the one which
commended itself to the Government of the day, as likely to yield the best result?,
was that which contemplated the founding of an Institution, staffed and equipped
for the purpose of furnishing the instruction and training which the conditions
required. The result was that in 1874 a Bill passed through Parliament, which
made provision for the establishment of a College designed to impart " a complete
education in all branches of Military Science, and in such civil subjects as are
necessary to a thorough knowledge of the Military profession, to qualify Officers
for Command and for Staff Appointments." On account of the special character
of the work thus undertaken, it became necessary to supply Buildings and Appli-
ances suitable for it. The first step in carrying out the, new programme was the
selection of a Site for the proposed College. This led to some discussion, as
three places were named: Halifax, Quebec and Kingston, all with military and
historic associations, were proposed as suitable locations. The choice fell to
Kingston, and the old Navy Yard, which had played an important part in the
War of 1812-14, again became active with the stir of men erecting the buildings
and making the changes called for by the new conditions.
The Eoyal Military College was opened in 1876 with Colonel Hewett as the
first Commandant. Admission to the College is obtained by examination, and
those who stand highest on the pass list are selected for attendance; and, as they
are chosen from the whole Dominion, the chances are very much in favour of the
Entrants being well qualified for the work they have to undertake. The Course
of Study extends over three years; and, as might be expected from the purpose
of the College, the subjects of strictly military importance predominate in the
Curriculum. Particular attention is given to physical exercises, systematically
carried out, with the view of cultivating bodily development and endurance.
Where the work of the College touches that of the civil professions, as in the
case of Engineering, including Surveying, Eailroad construction, Mechanics and
applied Physics, the Staff makes a distinct effort to qualify the Graduates for
such professional employments. This was one of the purposes in view at the time
of the founding of the College, and it has not been neglected.
The Commandants have been Officers of the Imperial Army, chosen because
of their qualifications for the special work in military education. The academic
work of the College is in charge of civilian members of the staff ; but, on the mili-
tary side, the Instructors are generally British officers, who have been trained ' in
the English Military Schools, and who have had experience in army life, so that
they have practical knowledge of the subjects with which they have to deal. Dur-
ing attendance, the Cadets live in the College, wear uniforms, and are subject to
the provisions of the Militia Act and of the King's Eegulations regarding the
Army. Some of the more important subjects of the Course of Study are:
Mathematics and Mechanics, Geometrical Drawing, Descriptive Geometry, Survey-
ing, Civil Engineering, Physics, Chemistry, English, French, Military Engineer-
ing, Artillery, Tactics, Mapping, Eeconnaissance, Military Law and Administra-
tion. Judged by the time devoted to the various subjects throughout the Course
Mathematics ranks first, Civil Engineering second, French third, Military Engi-
neering fourth, Surveying fifth, and English sixth. It will thus be seen that the
whole Course is ordered on the rational principle that professional training, to be
effective, must be based on a sound educational foundation.
KINGSTON, 7th September, 1909.
172
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAEIO.
THE HISTORICAL IMPORTANCE OF KINGSTON AS THE SITE OF THE MILITARY
COLLEGE.
No observant Visitor to Kingston can fail to see in its spangle of Martello
Towers, its old Buildings and its extended waterfront a hint of its storied past.
Few, however, realize the important part which the Limestone City has had for
nearly two and a half centuries in the history of this Country, making it rank in
military importance next to Quebec itself. The history of the City is now told, as
a connected whole, by Agnes Maule Machar, herself a distinguished resident
Writer, in " The Story of Old Kingston." A most interesting story it is; one that
is connected with every period of importance in the history of the Country from
LA SALLE.
the arrival and founding of the fort by Count Frontenac in 1673 almost to the
present day. Although bearing in its early history the name Fort Frontenac, the
Site was more immediately associated with La Salle, who settled there in 1675,
was granted a considerable tract of land by Louis XIV. and occupied it as Seigneur
for a number of years. Strangely enough, however, no memorial remains of La
Salle, not even a Street being named in his honour.
Fired by the news of the discovery of the Mississippi by Pere Marquette, Sieur
de la Salle, a French Knight, then in Quebec, sought to reach China by way of
Canada, and set out on an expedition for that purpose. His design was frustrated
by an accident at a place since called Lachine, or China. He explored the Missis-
sippi from its source to its mouth, in 1678-80. The Chevalier de Tonti and Pere
MILITARY DRILL IN THE PUBLIC AND GRAMMAR SCHOOLS. 173
Hennepin accompanied him; and together they constructed three vessels. Pro-
ceeding up Lake Ontario, they reached Niagara, where La Salle erected a palisade.
Here they visited the great Falls, of which Father Hennepin wrote an elaborate
description. Above the Falls, La Salle constructed another vessel, named the
Griffon. In her the party traversed Lake Erie; and on their way to Lake Huron,
La Salle named the intermediate lake " Ste. Claire." Having reached the southern
part of Lake Michigan, he sent the Griffon back to Niagara with a cargo of furs,
but the vessel was lost with its cargo. Having retrieved his losses, he set out again
for the Mississippi. In April, 1681, he reached one of the mouths of the Great
Eiver; and, in honour of the event, he named the surrounding country Louisiana,
after Louis XIV., and then took formal possession of it in the name of his-
Sovereign. Thus, after many discouragements, this notable event was accomplished
by a French Colonist from Quebec. Owing to dissensions, he returned to Quebec,,
but soon after set out on his third expedition to the Mississippi, but on his way
thither his companions mutinied, and put him to death, and afterwards quarrelled
among themselves. Most of the survivors, in their efforts to return home, perished
miserably, as a just retribution for their cruelty and crimes. Thus perished, in
1685, the noble de la Salle.
Kingston was thereafter actively connected with succeeding military and
naval matters. In the War of conquest by Britain it was taken by General Brad
street, being the first Canadian fort after Louisburg to fly the British flag. In
1783 the coming of the United Empire Loyalists changed its character for the
future, and the green slopes of the surrounding shores yielded to the cultivation
of the men who placed their loyalty to Britain above everything else. During the
War of 1812, Kingston was a naval base, and its shipyards turned out many
vessels whose guns were trained on the American invaders. In the Eebellion of
1837, the next time of stress, the chief effect was to stimulate the military feeling
which was ever strong, and her loyal people were ready for weeks for any possible
attack.
Otherwise Kingston has had a somewhat disappointing history. In 1792
Governor Simcoe was inaugurated there, his Legislative Council organized, the
Writs issued for the Assembly, but a few weeks later he left Kingston and
located his Capital at Niagara. In 1841 the City had a nearer approach to per-
manent fame, the first Parliament of the United Canada being opened there.
The period as Capital, however, was short-lived, for, owing to the proximity of
the frontier and the relative unproductiveness of the adjacent soil, from an agri-
cultural standpoint, it was decided to move the Capital to Montreal. Following
the War of 1812 much was expended on fortifications, but the military glory faded
with the withdrawal of the British garrison in 1870. In recent years the City has
been better known as an educational and industrial centre, and since 1876, as the
seat of an important Military College.
MILITARY DRILL IN THE PUBLIC AND GRAMMAR SCHOOLS.
A Company of Model Grammar School Cadets having been organized in
1862, a Letter was received by the Chief Superintendent of Education from the
Adjutant-General of Militia, stating that Arms and Accoutrements had been sent
for'the Company from Montreal. The following is a copy of this Letter: —
I have the honour to acquaint you that the Military Authorities of the Militia
Department at Montreal have this day received instructions to forward to you forty
Long Enfleld Rifles and Sets of Accoutrements, with small Stores complete, for the
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Corps under your official command in the Model Grammar School, and for wlhich I
request you will sign the enclosed blank Receipt Therefore, as soon as the
said Stores have been delivered to you, please forward them to this Department.
I am, at the same time, desired to draw your attention to Sections thirty-three
and thirty-ifour of the Consolidated Militia Laws of the Province, and to Section four
of the Amended Militia Daw of 1862, respecting the custody of all Government Stores
of every kind in charge of the Militia, and the responsibility of the Commanding Officer
and all others entrusted with Government Arms and Stores.
QUEBEC, 22nd December, 1862.
W. POWELL, Lieutenant-Colone
GOVERNOR S1MCOG.
(From " Lieutenant-Governors of Upper Canada," by D. B. Read, Q.O.)
To this Letter the Chief Superintendent replied as follows: —
" I desire to express to you my hearty thanks for the suggestions which you have
made in regard to Military Drill, or gymnastics, in our Schools, whilst I cannot but
admire the spirit which pervades your whole Letter.
" In the Schools immediately under my own oversight, Military exercises to a limited
extent, under the name of Gymnastics, have for several years been introduced. Latterly
in one of them formal Military Drilling has for some time been introduced. I shall
submit the whole question to the consideration of the Government, with a view of
having such exercises introduced into the Schools generally."
MILITARY DRILL IN THE PUBLIC AND GRAMMAR SCHOOLS. 175
In the meantime the Chief Superintendent made the following suggestions
for the guidance of the Teachers of the Public Schools and the Masters of the
Grammar Schools in the matter: —
So much attention has during the last year been devoted to the subject of military
drill in the Public Schools, both in England, in the Northern United States, and in
Canada, that I have felt it desirable to call your attention to the subject.
The School Authorities in these several Countries have sought many ways to pro-
mote this patriotic object, and public opinion has more than sanctioned this innovation
on the quiet routine of daily school life. Those wlho have given most prominence
to this new feature in school management, have done so chiefly for two important
reasons. The first reason is that Military Drill is designed to foster in the youthful
mind a love of Country and its Institutions, and a disposition to defend them in the
most skilful and effective manner to the veiry last. The other reason — which has a
direct practical bearing upon the well-being of tihe 'School itself, — is, that nothing else
is so well adapted to secure those habits of obedience and discipline in the Schools as
Military Drill, per se.
.Lately in discussing this matter with a prominent American Educationist he re-
marked that the introduction of Military Drill 'had already affected a most salutary
change in the discipline of American Schools. Order .had been more generally estab-
lished in the Schools; and that fatal defect in American juvenile character, — dis-
obedience and disrespect for authority — 'had received a most salutary check. Every-
where he had found that Teachers were most anxious to establish a system of Military
Drill or Gymnastics in the School, not so much for military purposes as for its bene-
ficial effects upon the discipline and morale of the School. Tlhe very habit of prompt
obedience acquired by the pupils while under drill insensibly affected their whole con-
duct in the School Room, and rendered their government there comparatively easy and.
agreeable.
The subject of introducing Military Drill into our Canadian Schools has been more
than once under the consideration of the Education Department for Upper Canada as
well, we believe, as that of Lower Canada. In February last, a Letter was addressed
to the Department on the subject, in which the writer said:
" The passing events of the day call forth the energies of minds capable of grap-
pling with it. During this lull in the excitement on the war question, it strikes me
that there might ibe something done in the way of preparatory drill in our already very
excellent Common Schools.
" What I would suggest is, that an amendment be added to the present Common
School Law, during the present Session of Parliament, making it one of the qualifica-
tions of male Teachers to learn the rudiments of Infantry Drill, either by joining a
Volunteer Corps, or toy attending the Normal School; so that the Teacher might be able
to drill such of the youth of our country 'Schools as are above the age of ten years.
It would be a very healthful, useful and lively exercise for them; and it is now certain
that we must of necessity become a military Country for our defence. This plan
would, I think, assist the Teachers in their School discipline. If it were carried into
effect, we would see, in a few years, we should have great numbers drilled and pre-
pared, at no additional expense to the Country, and ready on a very short notice for
any emergency. I do not say they would be perfect in drill, but they might be taught
to face right and left, to march, and to form fours deep; and being taught while young,
they would never forget it hereafter.
" While writing, reflection brings to my mind the impulse of my youthful mind,
about fifty years ago (about the time the French threatened to invade England), how
warm I felt against them when I saw the English Volunteer Militia on parade at that
time. The same ardour now animates miy breast, for I go to drill every week, and
have no doubt in my own mind of the same attachment of the youth of our Country
to their native home if they are well trained and employed. I may remark that I saw
the Students of the higher Schools at drill when I was young; and as the Common
170 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Schools of our Country constitute tine bone and sinew of it, why not prepare them for
any future contingency which may arise in the .Country. Perhaps by changing the
name from Military Drill to some other, such as Military Gymnastics, it might be more
favourably received throughout the Country."
I trust, therefore, that you will be able, in the Spring, practically to act upon these
Suggestions.
TORONTO, December, 1862. EGEBTON RYEHSON.
NOTE. — In His Excellency's reply, he referred approvingly 10 what had
already been done in the organization of a Cadet Company in the Model Grammar
School, Toronto.
No further Letter on the subject having been received from the Government,
the Chief Superintendent published the following information for the use of
Trustees on the value of Military Drill in the Public Schools:*
The subject of Military Drill in our Grammar and Common Schools has so fre-
quently been discussed by practical Educationists among us, and at Teachers' Associa-
tions and Conventions, that I have gathered together some information on the subject,
which may be of special interest at this time. The question has also been under the
consideration of the Government; and the 'Militia Department has authorized the forma-
tion of Drill Associations in most of our Colleges, higher Seminaries and Schools. It
has also under consideration, we believe, a Regulation, requiring Drill to be taught in
all Schools receiving public aid, as a part of its regular Course of Instruction. The
subject of Elementary 'Military Instruction in the Grammar Schools — not drill merely
— has also been provided for <by the Legislature, in the Twelfth Section of the Grammar
School Amendment Act of 1&65, as quoted in my Letter on the subject to the Govern-
ment. This Section of the Act introduces a new feature into the instruction to be
given in our Grammar Schools, and will enable them to become feeders to some Cana-
dian Sandhurst, or West Point, Military Academy, yet to be established. It does not
relate to Military Drill in the Schools, but to a preliminary Course of Elementary Mili-
tary Studies, such as Military History, Drawing, etcetera. No Regulations have yet
been prepared on the subject. The Government purpose leaving the matter to the con-
sideration of the proposed new Legislature of Upper Canada.
I here quote from a Lecture delivered before the Quebec Literary and Historical
Society, by E. A. Meredith LL.D., one of the Assistant Secretaries of the Province.
This able and instructive Address so thoroughly discusses the whole subject of " Military
and- Naval Drill " in our Schools, dn connection with " Shorter School Time," that I
give it almost entire. I would bespeak for this paper the careful consideration of
Boards of School Trustees and Teachers:
SHORT SCHOOL TIME, WITH MILITARY OR NAVAL DRILL.
By E. A. Meredith, LL.D.
In 1S60, a Royal Commission was appointed in England to report upon the state
of Popular Elementary Education in that Country. The Commission included the
names of many eminent educational Reformers, peculiarly q-ualified for a work of such
national importance. . . .
No part of their able and voluminous Report is so suggestive, none so certain
to bring about eventually a radical and permanent revolution in the whole system
of education, as the communication, published in the appendix, addressed by Mr. Edward
Chad wick to Mr. Senior. It is to this paper of (Mr. Chad'wick, and to a subsequent
explanatory letter from him on the same subject, also addressed to Mr. Senior, that I
am mainly indebted for the facts and arguments which follow.
* In a draft of a School Bill by Doctor Ryerson in a subsequent year he has inserted a
Section in regard to Military Drill in the Schools.
ADVANTAGES OF MILITARY DltlLL IN THE SCHOOLS. 17?
The object of Mr. Chadwick's paper Is to establish that In ordinary Public Schools
too much time is devoted to Book instruction, too little to the Physical Training of
the Pupil; that the mind is overworked — the body insufficiently exercised; that Book-
work is generally prolonged much beyond the capacity of the Pupil, to the injury alike
of his physical and mental powers. He further asserts that it is demonstrable, nay
that it has been demonstrated by actual experiment, that by employing in the physical
training of the Pupils, more particularly in systematic Military and Naval Drill, a por-
tion of the time, now uselessly or hurtfully misspent, incalculable benefits, physical,
moral, intellectual and economical, will result to the persons taught, and, as a matter
of course, also to the nation.
Mr. Chad'wick goes on to suggest a " first remedy for the evil of too much Book
instruction, and too Mttle time given to systematic physical training." He then pro-
poses a second remedy for the evils of the present system, which he states is to be
found in a proper course of Physical Training for tlhe Pupil, including in that training
(for Boys) regular instruction in Military or Naval Drill, or both.
It is almost needless to say that no system of Physical Education should supersede
that voluntary physical training, those manly outdoor games which are the delight
and glory of the school-boy: cricket, football, prisoner's base, and all such field games,
are, in many respects, the very best possible physical training that a boy can have.
But there are many Schools where such games cannot possibly be resorted to, and
what shall we do with these? I think there is a tendency nowadays to overrate the
value of artificial gymnastic exercises, and to mistake muscular strength for health.
To occupy a portion of the time taken from Book instruction, 'Mr. Chadwick advo-
cates the introduction of regular Military or Naval Brill, as affording, under every
aspect, the best kind of physical training for the Scholars.
Evidence in favour of the 'plan suggested. — The paper which was submitted by MT.
Chadwiok to the Commissioners contains the evidence of a number of intelligent wit-
nesses, principally School Teachers and Military men, most of whom speak as to the
results produced in Schools, where the half-time system, accompanied hy Military and
Naval' Drill, had actually been tried. That evidence 'Mr. Chadwick triumphantly appeals
to as establishing conclusively the great value of Military Drill, whether regarded with
reference to: 1st, The present welfare of the individual Pupil; or, 2nd, The interests of
the nation.
As to the first head he holds that the evidence shows that the new system is
attended with the following sanitary, moral, and economical benefits to the individual
pupil. We quote Mr. Chadwick's words: —
1. Sanitary. — That the Drill is good, (and for defective constitutions requisite,)
correction of congenital 'bodily defects and taints, with which the young of a very
large proportion of our population, especially the young of the poorer town populations,
are affected; and that for these purposes the climbing of masts, and other operations
of the naval drill, and swimming, are valuable additions to the gymnastic exercises of
the Military Drill, and, when properly taught, are greatly liked by Boys.
2. Moral. — That the systematized Drill gives an early initiation to all that is im-
plied in the term discipline, videlicet, duty, order, obedience to command, self-restraint,
punctuality, and patience.
3. Economical. — That it is proved, when properly conducted by rendering the
action prompt as well as easy, by giving subsequently, promptitude in concurrent and
punctual action with others, and adding, at a trifling expense, to the efficiency and
productive value of the Pupils as labourers, or as foremen in after life.
Mental gain. — As to mental gain, Mr Chadwick clearly brings out this point. "A
Boy," he says, "who has acquired the same amount of knowledge in one-half the time
of another Boy, must have obtained a proportionately superior habit of mental activity."
Interest of the Nation in the matter. — Mr. Ohadwick argues that the general intro-
duction of the Drill is called for, and will be of the same use as was of old the parochial
12
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
training* to the use of the Bow. He holds that it is proved on the practical evidence
of Officers engaged in the drilling of soldiers: —
1. That Military and Naval Drill are more effectively and permanently taught in
the juvenile stages than in the adolescent, or adult, stages.
2. That at School it may be taught most economically, as not interfering with pro-
ductive labour; and the whole juvenile population may be drilled completely in the
juvenile stage, as economically as the small part of it is now taught imperfectly on
recruiting, or in the adult stage.
3. Juvenile drill, if made general, will accomplish better the object even of the
militia; that the juvenile drill will abate diffidence in military efficiency, and will tend
to the improvement of the ranks of the regular force, whether naval, or military, and
will produce an immensely stronger and cheaper defensive force than by the means at
present in use, or in public view.
And, finally, that the means of producing this defensive force, instead of being an
expense will be a gain to the productive power and value of the labour of the Country.
Influence on the Discipline of Schools. — We have not noticed, hitherto, the in-
fluence of the new system upon the morale and discipline of Schools. On this head
there is a singular unanimity among the Masters of the Schools where the experiment
has been tried. They all consider the 'Drill as an invaluable help to them in enforcing
the ordinary School discipline. And they ascribe the usefulness of drill in this par-
ticular to the habits or order, punctuality, of prompt, unquestioning, obedience, and of
respect for their superiors which the Boys necessarily acquire during their lesson in
drill.
Sir Francis Bond Head gives his .opinion on the moral value of drill in very char^
acteristic and forcible language: "The dull sounding, but magic little words of com-
mand— 'Eyes right!' 'Eyes left!' and 'Stand at ease!' 'Attention!' etcetera, instil
into the minds of a lot of little Boys, the elements, not of war, but of peace. By learn-
ing to be subservient not to their own will, .but to the will of others, they become fit
in every possible department to serve their Country. . . .
In his Annual Report for 1865, the Chief Superintendent of Education thus
refers to the subject of Military Drill in Schools : -
It is a well-known maxim, that " To be prepared for war is one of the most effectual
means of preserving peace." The events of the last four years have drawn the atten-
tion of the Legislature and of the whole Country to this important subject. Military
Exercises to some extent have formed a part of the Gymnastic instruction in the Normal
and Model Schools; but, during the last two years, a Military Association has been
formed among the Teachers-in-Training in the Normal School, and the Government
has furnished them with the requisite Arms, on application, through Brigade Major
Denison, who has visited, inspected and encouraged them with his usual skill and
energy. The Board of Common School Trustees in the City of Toronto, (as may be
seen by referring to the Report of their Local Superintendent,) have, with praiseworthy
intelligence and public spirit, introduced a regular system of Military Drill among the
senior male Pupils of their Schools. The Board of Trustees in Port Hope have done
the same. The extracts from the Report of the Board of Trustees of the City of
London, C. W., show the admirable measures adapted for introducing Military Drill
among the Pupils of their Central School, and the great success of it. The system of
Military Drill can be introduced into the Schools of all the Cities, Towns, and Villages
in Upper Canada, and perhaps in some of the larger Rural Schools; and the military
training of Teachers in the Normal School, together with the large number of Persons
who are being taught and certificated in the Government Military Schools, afford great
* It is perhaps not generally known that up to the end of the Fifteenth Century, and
even later, archery formed part of the ordinary education of the Boys of England, and was
practised at many Public Schools. The last Act by which Boys were required to be taught
archery was passed In 1641.
THE GOOD EFFEQT OF MILITARY DRILL IN THE SCHOOLS. 179
facilities for making Military Dirill a .part of the instruction given in the Grammar
and .Common Schools referred to.
In the neighbouring States this subject is engaging the anxious attention of the
Government and Legislature; the Military 'Drill is likely to become a part of the System
of Education in all of the Public Schools of their Cities and Towns. The Legislature
of Massachusetts, at its last 'Session, passed a Resolution directing the State Board
of Education " to take into consideration the subject of introducing an organization of
Scholars, about tlhe age of twelve years, for the purpose of Military Drill and discipline."
The Board appointed a Committee, (of which the Governor of the State was Chair-
man), to investigate the subject, and to enquire into the result of an experiment which
has been tried for two, or three, years in one of the Towns of the State — the Town of
Brookline. The result of the enquiry is thus stated: —
" The Boys in the older Class can already ibe selected from their playmates by the
Improvement of their forms. Habits of prom,pt, instant and unconditional obedience
are also more successfully inculcated by this system of instruction than :by any other
with which we are acquainted. A perfect knowledge of the duties of a Soldier can
be taught to the Boys during the time of their attendance at tlhe Schools, thus obviating
the necessity of this acquisition after the time of the Pupil has become more valuable.
A proper system of Military instruction in the Schools of our Commonwealth would
furnish us with the most perfect Militia in the World; and we have little doubt that
tlhe good sense of the people will soon arrange such a system in all the Schools of the
State."
The Committee adds the following remarks, which are applicable to Upper Canada
as they are to Massachusetts: —
" The Public Schools are maintained at the public expense, in order to prepare
youth for the duties of Citizenship. One of these duties is to aid the defence of the
Government whenever and however assailed. Surely, then, there is no incongruity, no
want of reason, in introducing into the Schools such studies and modes of discipline as
shall prepare them for the discharge of this, equally with other duties which the Citizen
owes to the State."
GOOD EFFECT OF MILITARY DRILL IN THE SCHOOLS.
In a Letter to The Mail and Empire, Mr. James L. Hughes, Chief Public
School Inspector, Toronto, says :
Having an experience of 34 years in noting the effects of military drill on the Boys
of the Schools of Toronto, I have no doubt whatever of its great value in defining the
powers of the Boys as individuals, and in qualifying them to take their part properly
in performing their duty to their Country as defenders, should they ever be required
to do so. *
I believe in Military Drill for all Boys for the following reasons: —
1. Boys like drill. 'During tlhe period of adolescence their moral natures may be
developed by drill more definitely than by any process of teaching. The fact that they
like it proves that it is adapted to their development.
2. It develops them physically, and gives them freedom and grace of step, and a
manly and dignified bearing.
3. It trains them to be responsively obedient.
4. It reveals the need of individual training, and the value of individual effort to
the Boys. Each member of a Company knows that the perfection of his Company
depends on the work of each individual Boy. He knows also that his failure brings
discredit on his Company.
5. It defines, in the Boy's mind, a consciousness of the need of co-operation. There
are just two ways in whicih this may be learned — by play and by drill, or some other
form of work in which the Boy co-operates with ihis fellows in the achievement of a
clearly defined purpose. The true ideals of social unity and social relationship cannot
180 DOCUMENTS ILLUSTRATIVE OP EDUCATION IN ONTAEIO.
be communicated in a vital way to children by words. They must be defined by action.
There is no other form of co-operative activity that so clearly reveals to a Boy the
need of his best efforts in harmony with Ms comrades as drill. The men who most
commonly oppose drill in Schools, oppose a vital method of developing their own ideals.
6. It develops a Boy's genuine patriotism, not an arrogant, or offensive conscious-
ness of national importance, but a genuine faith in himself and his Country. When
a Boy wears his Country's uniform, and follows his country's Flag, and keeps step to
the patriotic music of his Country, he gets a real patriotic spirit in his heart and life.
Such a spirit is one of the basic elements of a strong and balanced moral character.
7. When a Boy learns Drill in his youth he is ready throughout life to take his
place creditably in the ranks of a Company, or Regiment. He cannot forget his drill.
It is not something he memorizes, or he might forget it. He learns drill by doing, and
so it becomes second nature to 'Mm.
8. Drill makes Boys executive, and executive training is the highest training. The
Schools of the past have failed in defining executive power more than in any other
way.
9. The idea that Drill will make a Boy quarrelsome, or antagonistic, in his attitude
towards other Nations is entirely erroneous. Those who have had experience know
that Drill develops no such ideals in a Boy's mind, or such tendencies in his character.
It adds to his faith in himself and his Country, but genuine faith is never "bumptious."
I sincerely hope that the Boys of the whole Empire may be encouraged in every
legitimate way to learn Military Drill for their own development, and to qualify them-
selves for their duty as citizens.
TORONTO, April 16th, 1909.
In 1879 the following Circular was issued by the Minister of Education for
the information of the Boards of High Schools and Collegiate Institutes, with
respect to associations for Drill therein: —
1. In conformity wdth the provisions contained in Section 58 of the Dominion Act,
31 Victoria, Chapter 40, and the General Orders of the Militia Department at Ottawa,
dated 25th July, 1879, associations or companies for the purpose of Drill are authorized
to be organized, under the Militia Department, in certain Educational Institutions of
the Dominion, the number in the Province of Ontario being limited to 34, and to Univer-
sities, Colleges, Normal, and High Schools.
2. These Companies will be instructed in Military Drill and Training only, and will
not be employed in active service.
3. Rifles and accoutrements will be furnished where the Company in each institu-
tion is not less than 40 of the regular students therein.
4. The services of a Drill Instructor will be supplied by the Dominion Government
for one month in each year, divided into two parts if desirable, and at such times as
will be suitable to the circumstances of each Company and the convenience of the
Institution.
5. Each Institution desirous of taking advantage of this Act should make applica-
tion to the Adjutant^General's Department, through the Deputy Adjutant-General of
the District within wihioh the Institution is situate, and may now be made as soon
as convenient.
6. The Deputy Adjutant-General will furnish such further information as may be
desired.
7. The importance of this subject, and the advantages thus offered to the schools
under this Department, make it desirable that the necessary action should be taken
at once by such whose circumstances will permit of a compliance with the conditions
of the Regulations of the Militia Department.
TORONTO, 24th September, 1879. ADAM CROOKS, Minister of Education.
LORD STRATHCONA'S GIFT FOR PHYSICAL AND MILITARY TRAINING. 181
LORD STRATHCONA'S MUNIFICENT GIFT OF $500,000 FOR THE PROMOTION OF
PHYSICAL AND MILITARY TRAINING IN THE SCHOOLS OF CANADA,
1909-1910.
Strathcona Military Trust was founded by Lord Strathcona in March, 1909,
for the purpose of encouraging and promoting the physical and military training
(including practice in Kifle Shooting) of the youth attending the Public Schools
in Canada. The total sum of $500,000 was given by him with the object of secur-
ing an annual grant to be distributed to the Provinces which established Schools
of Physical and Military Training in terms of the trust.
A unanimous vote of thanks was tendered the Donor by the House of Com-
mons at Ottawa in accepting the gift.
In his Letters to the Minister of Militia, on the subject, he stated that his
object was not only to help to improve the physical and intellectual capabilities
of the children by inculcating habits of alertness, orderliness and prompt obed-
ience, buit also to bring up the Boys in patriotism and to a realization that the
first duty of a free citizen is to be prepared to defend his country, and the girls
were to receive appropriate physical training.
Lord Strathcona also said that the Dominion at the present time, and for
many years 'to come, can hardly hope to be able to give so long a period of train-
ing to her military forces as by itself would suffice to make them efficient soldiers,
but if all the Boys had acquired a fair acquaintance while at school with simple
military drill and rifle shooting, the degree of efficiency which could be reached in
the otherwise short period which can be devoted to the military training of the
Dominion forces would, in my opinion, be enhanced. I will only add that I should
prefer that for the present at least the whole of the money grant should be devoted
to those educational establishments which are maintained entirely out of public
funds. I think further that the administration of the fund should be such as to
enable both sexes, whether Teachers, or Pupils, to share in the rewards, and that
the allotment of the money should be so made as to afford an inducement both
to the Teachers to instruct and to the pupils of both sexes to perfect themselves
in the training desired.
Among the conditions of receiving aid from the Strathcona Grant are the
following : —
Physical Training shall form an integral part of the curriculum of every
School, or public educational establishment maintained mainly out of Public
Funds, at which a Teacher, holding a certificate other than those of the lowest
grade, is employed.
The Education Department to encourage the formation of Cadet Crops, in-
cluding the practice of Kifle Shooting by the older Boys.
All Teachers, except such as are physically unable to qualify themselves, to
instruct in Physical Training, so that in every School there shall be at least one
Teacher capable of imparting the necessary instruction.
The Militia Department will afford to Teachers the necessary instruction in
Military drill required to enable them to become Officers of Cadet Corps, and will
pay to such qualified Teachers the authorized grants as Instructors of Cadet Corps,
and will supply these Corps with arms and equipment.
182 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The Federal Government has taken over the whole amount from the Trustees
of the Fund, and has guaranteed interest at four per cent, per annum, thus giv-
ing an annual amount of $20,000 to be administered by the Strathcona Trust
Fund Board under the conditions of the original donation.
The Committee for Ontario will consist of seven Members, there being still to
be nominated three civilian Members, who will be named by the Minister of Edu-
cation for the Province.
The Military will be represented on the Committee by Brigadier-General
W. H. Cotton, D.O.C., who acts as Chairman by virtue of his position; other
Military men will be appointed.
The Province of Nova Scotia has for some years had an arrangement with
the Military Department for the teaching of drill and physical training in the
Public Schools of the Province. Ontario, New Brunswick, Prince Edward Island,
Saskatchewan and British Columbia have already agreed to enter into a similar
arrangement. Alberta will do so soon.
In the McGill University of Montreal there is a Department of Military Engi-
neering, and also a Director of the Gymnasium. Physical Training receives atten-
tion in most of the Colleges, and in some of the Schools. The newly established
Naval College at Halifax will be opened this month. The initial Class will be
composed of those who passed the entrance examination in November, and will
number 25. The Cadets will train on the Cruiser Niobe.
OPERATION OF STRATHCONA TRUST EXPLAINED TO TEACHERS.
Very interesting explanatory Addresses were delivered in Toronto in March,
1911, by Captain Borden, Colonel Eeid and General Cotton on the operation of
the Strathcona Physical and Military Training Course.
Captain Borden, the Director of Physical Training for Nova Scotia and New
Brunswick, under the Strathcona Trusit, explained the working of the Trust in
these Provinces. There were three agencies connected with the general introduc-
tion of Physical Training in the Schools — the Education Department of the Pro-
vince, -the Militia Department of Canada, and the Strathcona Trust. The Straitli-
cona Trust provided money for trophies for the most proficient Schools in each
Ccunty. For the present year, the share of Ontario was $4,000. Next year it
would he about $7,000. The Militia Department provided the necessary Instruc-
tors in Physical Training for Normal Schools, for Summer Schools, and for Cities
when requested to do so by the Education Department. The Education Depart-
ment in each Province made the arrangements for Physical Training by providing
a place for it on the the Course of Study, <by organizing Summer Schools, and by
directing the work through its Inspectors. A Text Book recently issued by the
Education Department in England for use in the English Schools has 'been adopted
by all the Provinces of Canada, and the Strathcona Trust would present a copy
to every School in the Dominion.
Colonel Reid, of Australia, gave a very clear explanation of the Cadet System
of Australia.
General Cotton presided at the Meeting, and he showed the relationship be-
tween the Strathcona Trust and the Local Committee for each Province. A Sub-
committee consisting of Colonel Fotheringham, Toronto; Colonel Logie, Hamil-
ton, and Chief Inspector Hughes, is preparing the general plan for Ontario for
awarding the Trophies for Physical Training, Cadet drill and Rifle shooting. Of
EEPORT ON TECHNICAL EDUCATION IN UN1TKD STATES, 1871, 183
the $4,000 coming to Ontario from the Strathcona Trust $2,000 will be given for
Physical Training, $1,400 for drill, and $600 for Rifle shooting. Part of the
fund will be given to High Schools, and part to Public Schools.
IV. REPORT OF AN INQUIRY IN REGARD TO SCHOOLS OF TECHNI-
CAL SCIENCE IN THE UNITED STATES, 1871.*
Early in 1871 the Government decided to take steps for the establishment of
a College of Technology, or School of Science, and, as a preliminary step, appointed
a Commission to make inquiries on the subject in the United States. For this pur-
pose the following Commission was issued as follows : —
I hereby appoint and instruct the Bearers of this Letter, J. George Hodgins,
Esquire, LL.D., of Toronto, Deputy Superintendent of Education for Ontario, and A.
Machattie, Esquire, M.D., F.C.S., of London, Ontario, to proceed to the United States
for the purpose of inspecting and reporting upon any Technical or Science School, or
College, there established, as to their Buildings, Departments of Study and general
Appliances.
I shall esteem it a favour conferred if the Principals, or other Authorities, of such
Schools, or Colleges, will afford them the requisite facilities for the prosecution of their
inquiries.
JOHN CABLING,
Commissioner of Public Works for the Province of Ontario.
TORONTO, 12th January, 1871.
ACCOMPANYING LETTER FROM THE CHIEF SUPERINTENDENT OF EDUCATION FOR
ONTARIO.
I have the honour to state that J. George Hodgins, Esquire, LL.D., and A. Machattie,
M.D., F.C.S., the Bearers of this Letter, have been deputed by the Government of this
Province to enquire into the nature, Management and Operations of the several Scientific
Institutions of the United States, and especially those relating to Technical Education in
connection with Mechanics, Manufactures and Agriculture.
I desire, therefore, to recommend them to the kind attentions of Managers and other
Gentlemen connected with those Institutions in the United States.
[Seal] EGEBTON RYERSON,
Chief Superintendent of Education for the Province of Ontario.
TORONTO, 12th January, 1871.
REPORT OF DOCTORS HODGINS AND MACHATTIE ON TECHNICAL EDUCATION, OR
SCHOOLS OF INDUSTRIAL SCIENCE, IN CERTAIN PORTIONS OF
THE UNITED STATES.
To the Honourable John Carling, M.P.P., Commissioner of Public Works and Agriculture,
Province of Ontario.
The Undersigned, having been deputed by your Department " to proceed to the
United States, for the purpose of inspecting and reporting upon any Technical, or Science,
Schools, or Colleges, there established, as to their Buildings, Departments of Study, and
general Appliances," beg leave to report as follows: —
* In 1910 the Dominion Government Issued a Commission with a view to ascertain what
efforts are being made to introduce Technical Training in the Schools of the several Provinces.
The result of the Inquiry will be given as soon as it is published.
184
DOCUMENTS "ILLUSTRATIVE OF EDUCATION IN ONTARIO.
1. Our inquiries and observations were devoted to the following important Insti-
tutions in the United States: —
(1) The Lawrence Scientific School (Harvard University, Cambridge, Massa-
chusetts).
(2) The Massachusetts Institute of Technology (City of Boston, Massachusetts).
(3) The Free Institute of Industrial Science (City of Worcester, Massachusetts).
(4) The Sheffield Scientific School (Yale College, New Haven, Connecticut).
(5) The School of Mines (Columbia College, New York).
(6) The College of Chemistry, Physics, Mechanic Arts, etcetera (Cornell University,
Ithaca, New York).
(7) The Ren'sselaer Polytechnic Institute (City of Troy, New York).
(8) The Cooper Union of Science and Art (City of New York).
2. It is worthy of note that four of these important Institutions exist in one State,
that of New York, three in the State of Massachusetts, and one in Connecticut. These
States form the great manufacturing and industrial centres of the Union.
3. With a view to obtain the fullest information in regard to each Institution visited,
we agreed upon the following plan:
(1) Personally to inspect the Institution, its Lecture Rooms, Laboratories, etcetera.
(2) To take a sketch, or note, of everything of interest bearing upon our inquiries,
which we might observe in each Institution, and to get information in regard to the
Systems of Heating and Ventilation.
(3) To procure Plans of Buildings, and copies of the Reports of Institutions visited,
or other Documents of value on the subject of Technical "Education.
(4) To obtain from the Heads of the Institutions visited, replies to a series of
Questions which we had previously drawn up for this purpose. The answers to these
Questions will be incorporated by us in the text of this Report.
4. Every facility was freely afforded to us by the Heads of the Institutions visited
to obtain full and satisfactory information on the subjects of our inquiry.
5. We deem it desirable, as a preliminary, to condense in a brief form the following
financial items of information in regard to the Institutions visited: —
I. COST OF THE BUILDINGS, FITTINGS AND APPABATUS.
Name of Institution.
Original Cost of
Building.
Oi iginal
Cost of
Fittings.
Original Cost of
Apparatus, etcetera.
Lawrence Scientific School, /
Harvard College I
$30,000 \
An old building J
Uncertain
Uncertain
Sheffield Scientific School. ~l
Yale College )
$100,000
Uncertain
$15,000
Massachusetts Institution of \
Technology Boston J
$290,000
$10,000
$15,000
School of Mines, Columbia/
College, New York \
$80,000 )
Temporary buildings j
Uncertain
f $25,000
\ Minerals, $3,000 add'nl
Institute of Industrial Sci-'j
ence, Worcester, Massa- j-
chusetts )
$67,000 \
Workshop, $30,000 /
$5,000
$5,000
Rensselaer Polytechnic Insti- \
tute, Troy, New York J
College of Chemistry, Physics, \
etcetera, Cornell Univer- V
sity New York ]
$40,000
$300,000 \
A proportion only J
$5,000
Uncertain
$8,000
$25,000
Cooper Union for Science and 1
Art, New York /
$630,000
$6,000
$10,000
REPORT ON TECHNICAL EDUCATION IN UNITED STATES, 1871.
185
II. PROFESSORS, STUDENTS' FEES, ETCETERA.
6
55
Name of Institution.
Instructors.
Students.
Minimum ages,
16 and 18 years.
CO
o
CO
en
•M
O
£
CO
o
•*->
O |
IH
•*»
CO
'eS
"o
EH
j-
JB
s
=j
Z
0
c
CO
& %.
1
3
4
6
7
8
Lawrence Scientific School, Harvard College
s
18
4
8
9
12
3
3
1
14
2
12
21
11
22
6
11
12
24
35!
125
240
80
150
150
1280 '
Chem. $200
Eng'eer 150
150
150
100
200
200
45
None.
Sheffield Scientific School. Yale College
Massachusetts Institute of Technology, Boston
Industrial Science School, Worcester, Massachusetts
School of Mines, Columbia College, New York
Rensselaer Polytechnic Institute, Troy, New York
Cornell University, Ithaca, New York
Cooper Union, New York
A National Fund for the promotion of Scientific education was created by an Act
of Congress, passed in 1862. To each State was apportioned a quantity of public Land,
equal to 30,000 Acres, for each Senator and Representative in Congress. The object of
the Grant was to provide in each State of the Union for "the Endowment, support
and maintenance of at least one College, where the leading object shall be, (without
excluding other Scientific and Classical studies, and including Military Tactics), to
teach such branches of learning as are related to Agriculture and Mechanic Arts, in
such manner as to promote the liberal and practical education of the industrial classes
in the several pursuits and professions of life."
III. COURSE OF STUDY IN THE VARIOUS INSTITUTIONS VISITED.
6. The Course of Study in each of the Institutions visited embraced the subjects of
Mathematics, Chemistry, Natural Philosophy, Drawing, Civil and Mechanical Engineer-
ing, and the Modern Languages. In the great majority of cases four years was the
period allowed to complete the Course — two years preliminary, and two years profes-
sional; so that Graduates of Colleges were only required to pursue the professional
course of two years.
IV. SUBJECTS TO BE TAUGHT IN THE PROPOSED CANADIAN INSTITUTION
7. As to the subjects which .should be taught in the proposed College of Technology,
or School of Practical Science for Ontario, we may state that the following are regarded
as essential to the usefulness and efficiency of any Institution of tne kind proposed.
(1) Pure and^Applied Mathematics. — This department should include Mathematics
proper, Natural Philosophy, Civil, Military and Mechanical Engineering and Surveying.
To render the teaching in this department efficient, the Students should be required,
among other things, and as part of their regular instruction, to visit with their Professor,
or his Assistant, the larger Engineering or Manufacturing Establishments. In vacation
time, Mining Students should be taken, if possible, on excursions to convenient Mining
Districts. The Engineering Students should be required to undertake practical Surveys
of a given section of Country for Railway or other purposes.
(2) Architecture and Drawing. — This Department should embrace Free-hand, Archi-
tectural, Engineering and Topographical Drawing, with Plans, Sections, etcetera.
186 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
(3) Pure and applied Chemistry. — This department should include Organic and
Inorganic Chemistry; Chemistry as applied to the Industrial Arts, and to Mining and
Metallurgy.
(4) Natural Science. — This department should include Geology, Mineralogy, Zoology
and Botany, and their industrial applications.
(5) Modern Languages. — The only two which are essential to be taught in this
department are the French and German languages, as so large a proportion of the best
works on Scientific Literature is written in French and German.
8. We would recommend that the number of Teachers should at first be small; and
that each Teacher should instruct in all departments of his particular subject until
experience shows in what branches of Study increased assistance may most profitably be
employed. . .
9. The kind of instruction, and the method of giving it, should be as practical as
possible. As a rule, Students of special subjects only are not considered desirable. . .
V. CHARACTER AND COST OF THE PROPOSED BUILDINGS.
10. We have had in all our enquiries especial reference to the character, cost and
convenience of the proposed Building for this Province. After a careful consideration
of the whole subject,— looking at what has been done, and what has been deemed essential
elsewhere, and fully appreciating the wants and necessities of our own people — we do
not think that it would be desirable or expedient to erect a Building capable of accom-
modating less than from 120 to 150 Students, or providing for less than the five depart-
ments of instruction, which we have enumerated, — three of which to be established at
once, and the other two subsequently.
11. Under the system which we recommend, the Professor of Mathematics should
be prepared to instruct Students of Architecture and Civil, Mechanical and Mining
Engineering in those branches of pure and applied Mathematics and Natural Philosophy
which individually they require. The Professor of Chemistry must teach the elements of
Chemistry and its applications to any particular Industrial pursuit; and the Professor
of Drawing should also suit his instructions to the end which Students have in view.
Of the Natural Sciences, Geology, Botany and Zoology, prominence must be given to
one, or all, according to circumstances.
12. By such a Course of Instruction, as here sketched, provision is made for the
Professional Education of Architects, Civil, Mechanical and Mining Engineers, Chemists,
Metallurgists and Teachers of Science.
13. An Institution of the capacity indicated — including a main Building, and detached
Laboratories, besides providing for Heating, Ventilation, Fittings, Furniture, Apparatus,
Models of Machinery, Architectural and Drawing Models, Chemicals, Books for the
professional Library of the Instructors, etcetera — could be provided at a cost not exceed-
ing $50,000.
14. For convenience we give the following approximate Statement of the proposed
capacity, cost, etcetera, of the projected Institution: —
(1) The Main Building for Instruction, Designed to Accommodate from 120
to 150 Students $25,000
(2) Detached buildings for Chemical Laboratories 5,000
(3) Steam Heating and Ventilation 5,000
(4) Fittings and Furniture for Rooms and Laboratories 6,000
(5) Apparatus and Chemicals 4,000
(6) Mechanical Models 3,500
(7) Professional Library for Three Professors 1,500
$50,000
REPORT ON TECHNICAL EDUCATION IN UNITED STATES, 1871. 187
VI. ESTIMATED ANNUAL EXPENDITUBE.
This we can only estimate in general terms at from $12,000 to $15,000 per annum,
as follows: —
(1) Salaries of three Professors and Servants, etcetera from $7,000 to $8,000
(2) Apparatus, Chemicals and Models from 1,500 to 2,000
(3) Fire, Water and Light from 2,000 to 2,500
(4) Repairs and Furnishing, etcetera from 800 to 1,000
(5) Contingencies, Printing, etcetera from 800 to 1,000
$12,100 to $14,500
VII. CONSTRUCTION OF BUILDINGS FOB A TECHNICAL COLLEGE, OB SCHOOL OF SCIENCE.
15. We have obtained Plans of the latest and best constructed of the Technical
Schools which we visited, and have also taken notes of many details of construction and
arrangements. These can be placed at the disposal of the Architect, who may prepare
the Plans of the proposed Building. There are a few suggestions in regard to the
interior arrangement of the Building which we would desire to offer, as follows: —
(1) The proposed Building should be detached; and, in its size and construction,
care should be taken to provide abundance of light in all the Rooms.
(2) In order to promote a thorough system of Ventilation, as many flues as possible
should be inserted in the interior and exterior walls. They should, as it were, be honey-
combed with flues. These Wall flues should terminate in main flues, leading to the top
of the Building; or, if desirable, in the Chimneys, proper precautions against Fire being
taken.. The great defect complained of in every Institution which we visited was its
imperfect Ventilation, and the nearest approach to a satisfactpry solution of the question
of thorough Ventilation was reached in those Buildings which, in their construction, had
been abundantly supplied with Ventilating flues, with openings at the top and bottom of
the Rooms.
(3) Closely connected with the Ventilation is the Heating of the Buildings. The
result of our inquiries in this direction showed that the best and most successful plan
adopted was that which combined the main features of the Hot-air and Steam Heating
Systems. In combining these two systems, the plan most in favour at present is to
construct a series of Steam Coils in a Chamber sufficiently large, into which pure Air
from without is constantly introduced. This Air, being heated by the Coils, is forced,
by means of Fans or other mechanical appliances, through Flues into the Rooms to be
heated, and there, having served its purpose, is, as it becomes impure, conveyed away
by means of the Ventilating flues. To supplement this system, it has been found most
desirable to have a small auxiliary Steam Coil in each Room, which may be turned on,
or off, at the pleasure of the Occupants.
(4) Each of the Lecture rooms should be provided with an Ante-Room to serve as a
Study, or otherwise, for the Professors; and in it should be placed a small Library of
professional Books bearing on the particular subject taught in the Lecture Room.
(5) The Rooms for Drawing should be placed in the upper Story of the Building.
The entire flat could be made available for the Drawing Classes by running a partition
down the centre of the room, and lighting each division of the Room, partly by means
of a Sky-light, and partly by means of a Window near the Ceiling — forming a continua-
tion of the Sky-light at the top — the Drawing Tables being arranged so that the light
should come from the left at an angle of about 45°.
(6) Black-boards are an essential feature in a School of Technology. No Lecture
Room is complete without them; but they are not necessary in the Rooms for Drawing,
as the work is done on Drawing-boards, etcetera.
(7) The Laboratory working Tables for Students should be constructed on the alcove
system between the Windows, and placed at the sides of the Rooms, and not in the middle.
188 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
(8) A Room for Models of Machinery and other Mechanical Contrivances, as well
as for Architectural Models, should be provided. This Room should be large enough to
permit of easy access to the Models by the Students, for the purpose of sketching and
drawing them. Such a Room, with a good collection of enlarged Models of Machinery,
would serve as a substitute for Machine Shops (without involving their expense),
especially if it had also specimens of Tools, Lathes and other appliances of useful handi-
craft, etcetera.
(9) As a counterpart to this Room for Models, there should be one for a collection of
Mineralogical and Metallurgical specimens and Models of Crystallography. If these
collections of Models and specimens could be placed on the same floors as the respective
Lecture Rooms devoted to Mechanics, Metallurgy, etcetera, and be connected with them,
the convenience and completeness of the arrangement would contribute largely to lessen
the labours of the Professor, while easy access to the Models, etcetera, would promote
the progress and efficiency of the Classes.
(10) At the sides of the Lecture Rooms and behind the Platform it would be a
great convenience to construct (in most of the Lecture Rooms) Glass Cases, in which
to arrange the Apparatus, and keep it from dust when not in use. The neatness and
economy of such an arrangement would amply repay the Institution for the original cost
of the Cases, and would ensure the care and safety of the Apparatus, a good deal of
which, being fragile in its nature and delicate in its construction, would suffer greatly
from exposure or carelessness.
(11) A large public Lecture, or Examination, Hall, with suitable convenience for a
Lecturer, is an essential feature in an Institution of this kind. In such a Hall popular
evening Lectures on practical Scientific Subjects might be given, at which Persons
engaged during the day might attend. Such a Hall would also be useful for Examina-
tions, or for any public exercises connected with the Institution.
(12) Finally, plainness, combined with neatness and convenience, should charac-
terize the entire Building. No unnecessary ornament, or decoration, should be used; but
every part of the Building should have a practical adaption to the purposes for which it
is designed. On this and other points we have obtained detailed information, which may
be of service when the Plans are being prepared.
VIII. ADMISSION TO THE UNITED STATES INSTITUTIONS — VACATION.
16. The minimum age at which Students are admitted to the several Institutions
we visited was from 16 to 18 years. In all cases they were required to pass a prescribed
Examination, chiefly in Arithmetic, Algebra, Geometry, English Grammar and Geography.
17. A first supply of Apparatus and Chemicals was usually given to each Student'
subsequent supplies had to be paid for at cost prices, while breakages were at the risk
of the Student, who was required to pay for them.
18. The School Term in each of the Institutions visited generally extended from
July, or August, to September, or October, giving to the Students a Vacation of about
two months in Summer, so as to visit Industrial Establishments, and an interval of two
weeks, or more, at Christmas.
IX. DISCIPLINE IN THE UNITED STATES INSTITUTIONS.
19. In regard to the question of daily Discipline among the Students of the Insti-
tutions which we visited, the invariable reply was that it was of the simplest kind.
The young men were of that age and character which required little more than an
appeal to their ambition and their honour. This, and the fact that their continuance
in the Institution depended upon their daily application and individual progress, had a
sufficiently salutary effect upon them to ensure good conduct, and a desire to conform
to the Rules of the Institution.
REPORT ON TECHNICAL EDUCATION IN UNITED STATES, 1871. 189
X. MODE OF TEACHING, EXAMINATIONS, ETCETERA.
20. In most of the Institutions visited, the mode of teaching was by conversational
Lecture, combined with a daily system of questioning on the Lesson of the preceding
day. The Students were required to take notes of a certain class of Lectures; but, where
practicable, Blackboard Exercise on the part of the whole Class was invariably the chief
feature of the daily exercise, or " recitations " of Students. This was followed by a
brief explanation of the Lessons for the next day. At the end of each half year the
Students were subjected to a rigid Written Examination, followed, in many cases, by
an Oral one, designed to test more fully the personal knowledge of the subject on the
part of each individual Student. The result of the half-yearly Examination determined
the Status, as well as the continuance, in the" Institution of the Student, and thus a
healthy stimulus was kept up throughout the whole Course.
XI. ADMISSION OF FEMALES TO THESE INSTITUTIONS.
21. In none of the Institutions visited were female Students admitted. To the popular
Evening Classes and Lectures, however, in some of them they are freely admitted.
Those reported in attendance at the Massachusetts Institutions, during the time of our
visit, were chiefly School Teachers, who were fitting themselves for employment as
Instructors in Drawing and Chemistry in the Public Schools of that State.
XII. MANAGEMENT AND GOVERNMENT OF THE PROPOSED COLLEGE.
22. It now remains for us to make some general observations, the result of the
information received during our inspection of these Institutions.
23. We are naturally led to consider, in the first place, whether, or not, Technical
Schools in the United States have been an assured success. To this question we can
give an almost unqualified answer in the affirmative; for although there are cases in
which the result has been a partial, or complete, failure, this is invariably attributed
by those who possess experience on the subject to the organization and government
of the School, and not to the character of the education given in it. We have had the
strongest testimony as to the necessity of keeping Institutions for Technical Education
entirely apart from, and independent of, any other Literary, or Scientific, Schools, or
Colleges.
24. On no point was the testimony at the Institutions we visited more clear,
distinct and uniform than that the proposed School of Practical Science should, in its
teaching and management and government, be kept entirely distinct from any other
Institution. The more efficient the Institution to which it might be attached, the
more certain would be the failure of the School. Even at the two distinguished
American Universities of Harvard and Yale, where scientific Schools exist, their
efficiency and success is just in proportion to their entire practical separation for
teaching and other purposes from the other parts of the University.*
25. At Columbia College, too, the scientific part of that University, (the School of
Mines), is situated at quite a different part of the City from the rest of the College;
and It is chiefly taught and managed by a different set of Professors, etcetera, from
those connected with the College proper.
26. There are one, or two, facts connected with this subject which we think worthy
of your consideration, and which will tend to illustrate our meaning more clearly: —
(1) Schools of Technology are sui generis. Their chief specialty is, in the highest
sense, " Object Teaching," — or teaching by illustration and practice. They require
*A pamphlet issued at Yale, on the relations of the Colleges to the University, states that
"The Classical, or Academic, and the Scientific departments (ordinarily called Yale College,
and the Sheffield School of Science) are distinct Colleges for the Undergraduate Students of
the University — distinct in Teachers, Scholars, Buildings, Apparatus, and special working
Libraries. . . . The ranges of Studies in the two Colleges, the Academic and Scientific, are
so diverse in character that the Interests of the Students and of Education are better sub-
served by two distinct Faculties working separately than by one single combined Faculty."
190 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO
much Mental but still more of Manual effort and Physical Labour on the part of the
Students. The Classes, and even the individual Students, require more constant
Reaching, oversight and professorial supervision than in Colleges, or Universities. Of
course we speak generally; for no doubt a person may be found now and then who
combines in himself, even in an eminent degree, the double qualification of which
we speak.
(2) Again: a divided interest in two Institutions is fatal to success in either, or
both. Personal associations, leanings, preferences, and interest, singly, or combined,
tend to sway the individual more or less strongly towards one, or other, Institution with
which he may be connected. The result must, in the end, be (as we have stated) fatal
to success in either, or both. Besides, in the joint management of Institutions
partaking somewhat of the same character, and yet dissimilar in their ^bjects,
interests clash and points of difference arise, often unpleasant in themselves, which
must invariably prove fatal to the efficiency. of one, or other.
XIII. QUESTION AS TO THE ADVISABILITY OF MACHINE SHOPS-.
27. The only Institution which we visited to which a Machine Shop was attached
was that at Worcester, Massachusetts. In one, or two, others a small Work Shop,
(with Lathes, Tools, etcetera), was provided. The general feeling on the subject is,
that they are expensive and of doubtful utility, and that, if introduced at all, it
should be to a very limited extent, and not for the purpose of training skilled Mechanics.
At Worcester, where a good Machine Shop exists, it is to some extent made available for
the younger Students, who are treated as Apprentices. But even there the Shop is
deemed an experiment. . . There is, however, a serious drawback to this, that the
experienced Workmen are compelled to devote much time to Novices and Apprentices,
and not to their legitimate work.
28. As a substitute for Machine Shops in the other Institutions, Tools, Models, and
Drawings are freely provided. The Students are also required, as a regular part of their
Class training (and with a view to familiarize them with the actual details of work), to
make regular visits of inspection in the neighbourhood to Machine Shops, Engines,
Mills, Furnaces, Chemical Works, etcetera. And, when practical (especially during the
holiday), facilities, or encouragements, are given to the Students to visit with a Pro-
fessor Mining districts, large Engineering constructions, important Buildings, etcetera.
NOTE. — Students in the Engineering and Surveying Departments are statedly
assigned given Sections of Country, in which they are required to " locate " a line of
Railway, or to make a Topographical Survey of it, as the case may be.
XIV. NECESSITY FOR MODELS OF MACHINERY, LATHES, COLLECTIONS OF TOOLS, ETCETERA.
29. As already intimated, a substitute for a Machine Shop, (in connection with the
Students' visits of inspection to Manufactories, Mills, etcetera), a collection of enlarged
Model of Engines, and Machinery of various kinds, is absolutely necessary. These
Models should be of sufficient size and construction to enable the Student easily to
understand the details of their Mechanism, to take them apart and reconstruct them, to
make sketches, Isometric, Perspective and Working Drawings of them, with the neces-
sary details of Plans and Sections, etcetera.
30. In addition to these enlarged Models, small Models, Charts, Diagrams and Photo-
graphs of Works and Machinery, etcetera, should be procured. Whenever practical,
original Working Plans and Drawings, with the Estimate, (or copies), and Specifications
of Engineering Works, or Machinery, which have been actually constructed, should also
be obtained. The latter, in the hands of Students, give a reality to their theoretical
instruction which is invaluable to them in the progress of their Studies. After a study
of such Plans and Drawings, a visit of inspection to the Work or Machinery itself will
more deeply impress on the Student's mind the minutiae of its details, and familiarize
REPORT ON TECHNICAL EDUCATION IN UNITED STATES, 1871. 191
him more with the intricacy, and yet simplicity, of its parts, than a week's laborious
study of the theory of the construction of the same piece of Machinery or Work.
XV. LABORATORIES FOB STUDENTS — METALLURGY.
31. We have referred to the subject of Students' Laboratories, and the necessity of
a Mineralogical and Metallurgical collection of Models and Specimens. The Students
should have every facility for pursuing their practical studies in Chemistry and Metal-
lurgy in the Laboratories which we have named. In a Country like ours, whose Mining
interests are yet in their infancy, we should seek to train skilled men, who, by their
knowledge and ability, can so materially aid in the development of this most important
department of national wealth and industry.
XVI. PERSONS TO BE BENEFITED BY A PRACTICAL SCHOOL OF SCIENCE.
32. We would here state some of the advantages which, in our opinion, are likely to
result from founding a Technical School, or College, in Ontario. We should anticipate,
from what we have seen elsewhere, and from the character of the rapidly increasing
industries of Canada, great benefits, both to the Students themselves and to the Country
generally, from such an Institution. A Diploma, or Certificate, from a good Technical
School is usually a passport to remunerative employment. At a Technical School which
we visited we were informed that the Principal was quite unable to supply the constant
demand for Students to fill professional situations of a high and lucrative character.
That the Students themselves are sensible of the value of the training is almost always
' shown by after Donations to the Museum, or Scientific Collections, and in some cases
money.
33. A School of Industrial Science is of great value as a central source of informa-
tion to Manufacturers and others on all new discoveries pertaining to their pursuits.
From the Professors in such a School advice and opinions on Scientific questions can
be had, and from well-trained Students is to be obtained the Scientific and practical
assistance required in most Manufacturing Establishments. The Students themselves
become Teachers of Science; and both they and their Professors extend the limits of
Science by original investigation. 'Every civilized Country is devoting increased atten-
tion to this kind of education, as the best means of keeping their Industries abreast of
the general and rapid progress in all the Industrial Arts and Manufactures; and we,
therefore, believe that a Technical College for the Province of Ontario is not only likely
to prove beneficial and successful, but is an obvious and growing necessity.
34. We would here briefly enumerate the various professions and callings which it is
designed practically to benefit by the proposed Institution. They may be grouped
together as follows: —
(1) Civil Engineers. — Those wiho have to do with the construction of Roads and
Bridges, Railways, Aqueducts, Reservoirs, Drainage Systems and public works in general.
(2) Mechanical Engineers. — For the superintendence of Manufactories, Workshops,
Machine Shops, Railways, the invention and construction of Machinery, the applications
of Steam, etcetera.
(3) Mining Engineers. — For the development of the Mineral wealth of the Country,
and the superintendence of Mines.
(4) Metallurgists and Assayers. — Who have to do with the analysis of Iron, Lead,
Copper, Gold and Silver Ores.
(5) Chemists. — With reference to Agriculture, Manufactures, Pharmacy and various
commercial pursuits.
(6) Physicians and Sanitary Advisers. — In certain preparatory studies in Physics,
Chemistry, Botany, etcetera.
(7) Men of Science. — Either as Professors, Teachers, Explorers, Investigators,
etcetera.
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO
ADDITION TO THIS REPORT EELATING TO TECHNICAL EDUCATION IN EUROPE.
I. VALUE OF TECHNICAL SCIENCE SCHOOLS ELSEWHERE.
1. Quoting from a later Writer on this subject he says: — With the development of
the Natural Sciences and the growth of the constructive Arts, Natural Science long ago
gained a place in the Curricula of the great Universities of Europe; and afterwards
special Schools were founded for teaching the applications of Science to the Arts. In
France the Ecole des Fonts et Chausse"es, originally started in 1747 as a Drawing School,
was organized in 1760 for the training of Engineers. In the States of Germany a .number
of similar Schools were organized early in the present century. In the United States
the Rensselaer Polytechnic Institute, the pioneer in technical Education, was founded in
1824, and was the only School devoted to applied Science until the forties, when Joseph
Sheffield and Abbot Lawrence established the Schools of Science that bear their names,
in connection, respectively, with Yale and Harvard Universities. With the development
of Railroads, which dates from the thirties, and of manufacturing, which began in the
United States but a few years earlier, urgent need was felt for Schools which should
fit younger men to grapple with the problems which the new industries offered.*
I would here refer to the invaluable results which have flowed in Europe from the
establishment of such Schools. In England, (without referring to the newer departments
of Science in the National Universities, and other valuable Science Education agencies),
the Department of Science and Art, and its latest development, (as a great School of
Observation), of the South Kensington Museum, have given an immense impetus to
Industrial Education and Instruction in practical Science in all the large Cities and
Towns of the three Kingdoms. In Prussia, Switzerland and other parts of the Continent
of Europe, the progress in this direction has been of late years greater than in England.
Since this Report was written, I have had occasion to refer to the subject of the
present promotion of Scientific and Technical Education in this Province. In a letter
on the subject, written to the Toronto papers in 1901, I thus referred to the great
advance which Germany has made in this direction. I said: — It was not until the
return of English Scientific Experts from a semi-professional visit to various Cities
in Germany in 1896 that the movement in favour of a more diffused system of higher
Scientific Training took form in England. So strongly impressed were these men
of Science, (Sir Philip Magnus and his Colleagues), with the result of their enquiries,
that they embodied their observations on the subject in the form of a Report to the
Duke of Devonshire, Lord President of the Council, and head of the English Educa-
tion Department.
The Scientific Experts, to whom I have referred, state in their Report that, as far
back as fifty years ago, Germany began to prepare herself for the coming industrial
struggle in Europe of to-day. It was her belief in the future application of Chemistry
to industrial purposes that led to the creation and equipment, at a great cost, of
Chemical Laboratories, as the dependence of her industries on the researches of
chemical experts in the factories and works was universally recognized. In one of
these works alone, one hundred scientifically trained Chemists and thirty Engineers
are employed.
The Report goes on to state that the 'brilliant achievements of Germany in the
field of Chemical industries have encouraged her to establish well-equipped Electrical
•In an Act passed by the Legislature of Nova Scotia in 1907, a Section provided that:
" There shall be established in Halifax, an Institution for the purpose of affording facilities
for Sientiflc Research and Instruction and professional training in Civil, Mining, Mechancal,
Chemical, Metallurgical and Electrical Engineering or any other departments which may from
time to time be added."
Mr. F. H. Sexton, the Director of Technical Education in Nova Scotia, referring to this Act
says that while the benefits to he Province hat will accrue from the Nova Scotia Technical
College will be great arid lasting, the benefits to the individual will be probably much more,
from the Secondary Technical Schools which have been established under the "Act Rlating
to Technical Education."
SCHOOL OF PRACTICAL SCIENCE FOR ONTARIO. 193
Laboratories. Sir Philip Magnus and his Associates declare that there are no Labora-
tories in England which can compare in detail and completeness of equipment with
those of Darmstadt and Stuttgart; and no facilities exist in that Country for original
and independent research, in physical subjects, to be compared with those afforded
in the Imperial Physical Institute at Charlottenberg. In addition to a new building
at Nusenberg, a range of Laboratories and Class-rooms for lectures, devoted to chemical
technology, has also been erected at a cost of $250,000; at Stuttgart a similar erection,
in connection with its Museum, has cost $1,000,000; and lately, a new group of Buildings
has been erected there, for the practical study of pure Chemistry, and training in
Electro-technology, at a further cost — with additions to the Building — of $875,000. At
Darmstadt, a reconstructed Building, for similar purposes, has cost $600,000, while
the Technical High School of Charlottenberg, at Berlin, will cost, when completed,
$2,250,000.
2. During our recent visit to the United States we made particular inquiries into
the value and results to the community of the establishment of Technical Schools in
that Country. The replies received from the Authorities of those Institutions which
had been long enough in existence to render any appreciable service were most gratify-
ing. They furnished us in most cases with details showing where and how their
Students and Graduates were employed after they had left the Institution concerned.
Numbers of them were Professors, Assistant Professors and Instructors elsewhere; many
were employed by the Federal and State Governments on Explorations in the distant
Territories and in Surveys elsewhere; numbers more were employed on Railways, in
Manufactories, in Mining, Assaying and in Public Works requiring the highest Engineer-
ing skill. On this latter part one fact was mentioned which practically illustrated
the great value of such Schools. The planning and construction of the great Suspension
Bridge, which it is designed to throw across the East River, at New York, to connect
that City with Brooklyn, have been confided solely to the Engineering skill of the
Graduates of the Rensselaer Polytechnic Institute at Troy, New York. The Chief
Engineer of that extensive work, (Mr. W. A. Roebling), and all his Assistants are from
that one Institution; and they have, we understand, fully and satisfactorily solved the
problem of the practicability of that great work. Of the other Graduates of that and
other Schools, we learned that they were employed in all the National undertakings
requiring Engineering skill. They are also employed as State Geologists, Surveyors-
General of States, Engineers of Railways, Superintendents of Iron Works, Manufac-
tories, etcetera. The development of United States talent and ingenuity may be gathered
from the fact that the number of Patents for Inventions issued by the Department at
Washington each year is about 10,000!
II. NECESSITY FOE A SCHOOL OF PRACTICAL SCIENCE FOE ONTARIO.
3. No one who has attentively studied the educational progress which we have made
during the last ten years, or carefully watched the development of the material resources
and manufacturing industries of this Province, but must have been painfully struck
with the fact that, while we have liberally provided for the merely intellectual wants of
our people, we have almost entirely neglected making any provision for training, and
then turning to practical account, that superior scientific and industrial skill among
ourselves, which in other Countries contributes so largely and effectively to develop their
Physical and Industrial resources. We have hitherto been content to receive our supply
of such skilled Assistance from abroad; and we have left to European and American
Institutions the duty of the development of Canadian talent and ability of such of our
youths as have enterprise and means enough to go abroad to acquire that practical
knowledge of the Industrial Arts which we deny to them in their native land.
4. In this respect our United States neighbours furnish a favourable contrast, and
display their usual national sagacity. In their great industrial and manufacturing
13
19-1 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
centres they have established Institutions devoted to Industrial Science and Education
Nor have they been content with a meagre provision in this respect. In the small State
of Massachusetts, (with a population in 1870 of 1,457,000), they have already established
three such Institutions as the one the Government now propose to establish in this
Province. In the neighbouring State of New York they have no less than four Schools
of Technology, (more or less extensive), one of which was established nearly fifty years
ago. The result has been that in all of their great Civil, Military, Engineering and
Industrial and Mining projects they have always been able to command the best skill
and talent among themselves; and that talent always receives a sufficient encouragement
by being constantly employed, either in the service of the State, or in the great Railway,
Mining, or Industrial enterprises which are so largely developed and encouraged in the
United States.
5. As to our own Country, some may doubtingly ask: what need is there that we, (a
young Country), should provide for instruction in the Industrial and Mechanical Arts?
To this we reply that the almost unconscious development among ourselves of the Manu-
facturing interests of the Country has reached a magnitude and importance that it would
be suicidal to those interests, (in these days of keen competition with our United States
neighbours), and injurious to their proper development, not to provide without delay
for the production among ourselves of a class Qf skilled Machinists, Manufacturers,
Engineers, Chemists and others. No one can visit any of the industrial centres which
have sprung up in different parts of the Country and in our larger Towns, without being
struck with their value and importance, and the number and variety of the skilled
Labourers employed. Inquiry into tb,e source of supply of. this Industrial class reveals
the fact that, from the youngest Employe" up to the Foreman of the Works, we are
almost entirely indebted to the British Isles, to the. United States and other Countries
for that supply.
6. If you pursue your inquiries further, and ask what provision is made in the
Schools of the Town or other establishments in the County for instructing young Lads
in the elements of Mechanics, Chemistry and Natural Philosophy, an'd thus preparing
them in some degree for supplying the natural demand created in these Establishments,
you will find that there has been little done of a practical nature in this direction; and
that these subjects have been allowed to occupy a subordinate place in the Course of
Study in the Public Schools. There are exceptions, of course, in some Schools, but
not to any great extent.* We are glad to find that this will be no longer the case;
but that, influenced by a knowledge of the facts which we have stated, provision will
soon be made for giving due prominence to these important subjects in all of our
Schools.
7. As a fitting sequel to this proposed movement for developing the taste and stimu-
lating the desire of our youths to prepare themselves for industrial pursuits, is the
proposal to establish a School of Technology as the result of this Inquiry. Such an
Institution will supply a great desideratum; and, with the elementary training now
proposed in our High Schools, will enable us to provide within ourselves for the supply
which the Manfacturing Establishments that have grown up in the Country so impera-
tively demand. A Boy, who in his School career shows a Mechanical turn, or Scientific
taste, will no longer have to seek its higher development outside of our own Country,
or, from want of means, leave it ungratified. He will now have provided, almost at his
own door, an Institution which will be admirably fitted to give the freest scope to his
talent and genius in this particular direction.
8. Rising up above this mere local view of the question, other broader and more
comprehensive ones force themselves upon our attention. Are we not conscious of the
extraordinary Scientific and . Industrial progress of the present day? Do we not hope
.•From the last Report of the Chief Superintendent of Education for Ontarjo, we find that
out of 6,500 Pupils In the Grammar Schools, 1,681 were reported in classes of Physical Science,
only 885 In Drawing, and 429 In the elements of Mensuration and Surveying.'
TECHNICAL EDUCATION IN GHJiAT BRITAIN AND IRELAND. 195
for, and predict under God's providence, a great future for this Country? Have we not,
in the assertion of our incipient nationality, entered the lists of industrial competition
with the United States, and even with England and other Countries? And we do not,
therefore, require to make, without delay, some provision for training that class of our
young men who must in the future take the leading part in that competition? The
wonderful progress of the Mechanic Arts is within the memory of most of us. The
marvellous revolution, caused by the practical application of Steam and Telegraphy,
(those golden links of Science), to Locomotion, Commerce, Industry and intercommuni-
cation, has so stimulated the inventive genius of man that we now cease to be astonished
at any new discovery; and only await each successive development of Science still more
wonderful than the last, to calmly discuss its merits and advantages. In this active
race of competition, our Province, (the leading one in the Dominion), cannot stand
still. With all of our inventions we have not yet been able to discover a royal road
to learning; and our youth cannot, Minerva-like, spring fully armed into the arena of
competitive Science and Skill. We must, therefore, provide liberally for their patient
and practical instruction in every grade and department of knowledge, so that, witl
God's blessing, we shall not fall behind in the great race of national intelligence ano
progress.
III. RECENT IMPORTANT MOVEMENTS IN GREAT BRITAIN AND IRELAND IN THE DIRECTIOI
OF TECHNICAL EDUCATION.
9. We have, we trust, satisfactorily shown what is being done in the United States
to promote Technical Education, and have sought to demonstrate the necessity for our
own movement in this direction. We will now show what steps have recently beeu
taken in Britain the more efficiently to promote Scientific education in the Motuer
Country. From a recent Report of a Committee of the House of Commons, (appointed
after the results of the Paris Exhibition of 1867 had demonstrated the comparatively
inferior position of England in certain developments of Industry), "to inquire into
the Provisions for giving Instruction in Theoretical and Applied Science to the Indus-
trial Classes," dated 1868, we find that this whole subject was fully discussed. A large
number of appropriate questions were proposed to and answered by Representatives of
the Government Departments of Education and Science, the Universities and Colleges,
Mechanics' Institutes, Science Schools, and Manufacturing centres of England and Scot-
land. (A separate Commission was issued for Ireland, to which we shall presently
refer.) From the Report itself, founded upon this mass of evidence, we make a few
extracts, which go to prove most conclusively that it is not from want of " practical
experience and manipulative skill," which " are possessed in a pre-eminent degree " by
British Artisans, that comparative failure is owing, but to the absence of " scientific
training" and the thoroughness of elementary industrial training, which latter is so
universal among the working populations of Germany and Switzerland.
10. Speaking of the " Relation of Industrial Education to Industrial Progress," the
Committee remark:
" The industrial system of the present age is based on the substitution of mechanical
for manual power. . . . The acquisition of Scientific knowledge has been shown by
the Witnesses to be only one of the elements of an Industrial education and of Indus-
trial progress. . . . The other indispensable element of Industrial success Is the
acquisition of practical experience and manipulative skill. . . ."
11. In endeavouring, therefore, to account for the fact that the English Manufac-
turers and Artisans are, in many cases, surpassed by their Continental rivals, the Report
goes on to discuss that question in the following striking language: —
" Although the pressure of foreign competition Is considered by some Witnesses
to be partly owing to the superior scientific attainments of foreign Manufacturers, yet
196 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
the general result of the evidence proves that it is to be attribued mainly to their artistic
taste, to fashion, to lower wages, and to the absence of trade disputes abroad, and to the
greater readiness1 with which Handicraftsmen abroad in some Trades adapt themselves
to new requirements. . . . Some Witnesses attribute the loss of certain trades to
the superior skill, appliances and education of the German, Belgian and American Manu-
facturers; and the great steel works of Krupp,' in Westphalia, have been named as the
only instance of a Factory which is said to possess an organization superior to that of
any Establishment in the same branch of industry in this Country.
"At the same time nearly every Witness speaks of the extraordinary rapid progress
of Continental Nations in Manufactures, and attributes that rapidity, not to the Model
Workshops, which are met with in some foreign Countries, but, besides other causes,
to the scientific training of the Proprietors and Managers in France, Switzerland, Bel-
gium and Germany, and to the elementary instruction which is universal amongst the
working population of Germany and Switzerland. There can be no doubt, from the
evidence of some experts, that the facilities for acquiring a knowledge of theoretical and
applied Science are incomparably greater on the Continent of Europe than in this
Country, and that such knowledge is based on an advanced state of secondary education.
"All the Witnesses concur in desiring similar advantages of education for this
Country, and are satisfied that nothing more is required, and that nothing less will suffice,
in order that we may retain the position which we now hold in the van of other Indus-
trial Nations. All are of opinion that it is of incalculable importance economically
that our Manufacturers and Managers of Industrial Establishments should be thoroughly
instructed in the principles of their Arts. . . ."
12. As to the " conclusions " at which the members of the English Committee arrived,
we give them in their own words, as follows: —
The evidence which has been given before your Committee has convinced them:
(1) That with the view to enable the working class to benefit by Scientific Instruc-
tion, it is of the utmost importance that efficient elementary instruction should be within
the reach of every child.
(2) That unless regular attendance of the children for a sufficient period can be
obtained, little can be done in the way of their Scientific Instruction.
(3) That elementary instruction in Drawing, in Physical Geography, and in the
Phenomena of Nature, should be given in Elementary Schools.
(4) That adult Science Classes . . . cannot provide all the Scientific Instruction
which those should possess who are responsible for the conduct of important Industrial
undertakings. . . .
(5) That the re-organization of secondary instruction, and the introduction of a
larger amount of Scientific teaching into secondary schools, are urgently required, and
ought to receive the immediate consideration of Parliament and the Country.
(6) That it is desirable that certain 'Endowed Schools should be selected in favour-
able situations, for the purpose of being reconstituted as Science Schools.
(7) That superior Colleges of Science, and Schools for special Scientific Instruction
requiring costly Buildings and Laboratories, cannot be supported by Fees alone, without
aid from the State, the localities, and endowments or other benefactions.
(8) That such Colleges and Special Schools are most likely to be successful if estab-
lished in centres of Industry, as such centres tend to promote the combination of Science
with practice on the part both of the Professors and of the Pupils.
(9) (Local.)
(10) (Local.)
(11) That some slight addition to the emoluments of Science Teachers would prob-
ably tend materially to promote the establishment and permanence of elementary Science
Classes.
•- U2) (Local.)
TECHNICAL EDUCATION IN GREAT BRITAIN AND IRELAND. 197
(13) That the Managers of Training Colleges for the Teachers of elementary Schools
should give special attention to the instruction of those Teachers in theoretical and
applied Science, where such instruction does not exist already.
(14) That Teachers in elementary Day Schools should be paid on results for teaching
Science to the older Scholars, in the same way as payment is now made for Drawing in
such Schools. That the education of higher Science Teachers should be encouraged by
the granting of Degrees in Science at Oxford and Cambridge, as at other Universities,
and by the opening of a greater number of Fellowships to distinction in Natural Science,
as well as in Literature, and Mathematical and Moral Science.
13. From the same Report, and from the evidence of Doctor Lyon Playfair, con-
tained in that Report, we learn that " in Scotland, where the superior Primary Instruc-
tion of the Artisans removes one of the obstacles to their acquiring Scientific Instruction,
the Watt Institution of Edinburgh, and the Andersonian University of Glasgow, have
rendered good service, the former during nearly half a century, the latter for more than
twenty years; they can boast amongst their Scholars such names as those of Nasmyth,
James Young, and many others."
14. Doctor Playfair says: —
" The four Scotch Universities for many years have given much more Science
Instruction than the Universities in England, and the effect of that has been that they
have got a great hold of the population; there are more University Students in propor-
tion to the population in Scotland than there are in any other part of the world; there
is one University Student for every 866 of the Scotch population, while there is only
one University Student for every 5,445 of the population in England, and one University
Student to every 2,894 of the population in Ireland, so that it will be seen that we have
got in Scotland much more hold of the people on account, I believe, mainly of our teach-
ing subjects which relate to their future vocations in life. We have lately in Edinburgh
established a Professorship of Engineering, and one also of Agriculture. We had an old
foundation of Agriculture, and we have now put it on an efficient footing. For the first
time, I believe, in the history of British Colleges we have established Degrees in Tech-
nical Science equal in rank to that of Master of Arts, or Doctor of Medicine, or Bachelor
of Law; our new Degrees being applicable to Agriculture, Engineering and Veterinary
Surgery." -rj
15. From the " Report of a Commission on Science and Art in Ireland," dated in
1869, we learn that in that Country a " College of Science " had been recently established.
The object of this College is to afford " a complete and thorough course of instruction
in those branches of Science which are more immediately connected with and applied to
all descriptions of Industry, including Agriculture, Mining and Manufactures; that it
should in this way supplement the elementary Scientific Instruction already provided
for by the Science Schools of the Department; and that it should assist in the Training
of Teachers for these Schools."
16. From the same Report we condense the following summary of the latest Regu-
lations (1869) of the Science and Art Department for the promotion of education in those
subjects in the United Kingdom: —
The action of the Science and Art Department is to aid instruction in Science in
the following subjects: — 1, Practical, Plane and Solid Geometry; 2, Machine Construction
and Drawing; 3, Building Construction or Naval Architecture and Drawing; 4, Elemen-
tary Mathematics; 5, Higher Mathematics; 6, Theoretical Mathematics; 7, Applied
Mechanics; 8, Acoustics, Light and Heat; 9, Magnetism and Electricity; 10, Inorganic
Chemistry; 11, Organic Chemistry; 12, Geology; 13, Mineralogy; 14, Animal Physiology;
15, Zoology; 16, Vegetable Physiology and Economic Botany; 17, Systematic Botany; 18,
Mining; 19, Metallurgy; 20, Navigation; 21, Nautical Astronomy; 22, Steam; 23, Phy-
sical Geography. And in Art in: — (1) Elementary Drawing as an education of the
power of observation, and (2) Drawing, Painting, Modelling, and Designing for Manu-
facture and Decoration.
198
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
We insert the following interesting tables: —
1867.
1868.
"d
1
•d
3
1
H- i
T3
1
-4-3
0
0
CO
3
o
H
«d
d
a
rtl
a
m
i
£
"«
|C
HH
n3
a
i
o
V
03
1
EH
Number of Science Schools
150
6,441
3,288
5,933
£5,513
138
53
2,125
1,409
1,895
£2,017
50
9
1,664
223
385
£446
12
212
10,230
4,920
8,213
£7,976
200
210
9,480
5,077
9,843
£8,455
206
76
2,870
1,714
2,813
£3,269
75
15
2,611
360
457
£381
12
301
14,961
7,161
13,113
£12,105
293
Number of persons under instruction. .
Number of persons examined
Number of papers worked
Amount paid to Teachers
Number of Teachers qualified to earn
payments engaged
England.
Ireland.
Scotland.
Schools of Art
80
5
9
Night Classes •
59
2
2
500
20
59
PAYMENTS ON THE RESULTS OF ABT EXAMINATIONS IN ONE YEAR.
.
England.
Ireland.
Scotland.
£ s. d.
4,701 11 7
£ s. d.
235 6 1
£ s. d.
875 9 14
658 12 lOf
53 50
35 6 9i
2,650 18 0
136 10 0
293 14 0
17. Such are the encouragements, in the Mother Country, to Scientific Education.
Germany, supreme in the art and appliances of War, is fast becoming the Workshop of
Europe. Even in these other Countries, where the physical labour is abundant, Science
In its application to the Mechanic Arts, is felt to be not so much a labour-saving as a
labour-multiplying power. It is, therefore, to a new Country, a substitution in part for
immigration of a most valuable and substantial kind, and one which should be stimulated
in every possible way. It is estimated that in the United States alone, Steam and Water
applied to Machinery is equivalent to the power of one hundred millions of men! The
results of labour, under such circumstances, become less dependent upon physical effort
than on the skill and ability of the Workman in the use of Tools and Mechanical con-
trivances. The question of Technical Education is, therefore, not an open and debatable
one. It is a national necessity.
18. We trust that the Information which we have collected and embodied in this
Report will put the Government in possession of all the facts which they desire to obtain
In regard to Schools of Technology in the United States.
TORONTO, January, 1871.
J. GEORGE HODGINS,
ALEXANDER T. MACHATTIE,
Commissioners.
ESTABLISHMENT OF THE COLLEGE OF TECHNOLOGY. 199
NECESSITY FOR INSTRUCTION IN SCIENTIFIC AND TECHNICAL SUBJECTS IN
ONTARIO — ILLUSTRATIVE EXAMPLES OF THAT NECESSITY.
At a Meeting of the Canadian Institute of Toronto in February, 1871, Doctor
Hodgins briefly showed the necessity of the establishment of the proposed Tech-
nological School projected by the Government, and also the advisability of conduct-
ing the School entirely apart from any other general or special Education
Establishment for the diffusion of knowledge, and quoted the experience of United
States authorities on that Subject.
He said that during a trip through the manufacturing towns and Cities of this
Province he had ascertained from the leading Manufacturers that all their most
skilled Artizans had to be imported from Great Britain, that very large wages had
to be paid to them, and that these Artizans were generally unwilling to impart
their mechanical knowledge to others, for the reason that, having found their
personal knowledge and skill so lucrative, they declined to impart it to others, and
thus to divide and lessen the profits to themselves at present derivable therefrom.
These facts demonstrated the want of some School, such as that projected by
the Ontario Government, where those of the youth of the Province desiring to
acquire a practical knowledge of Mechanical Engineering and kindred subjects,
could be enabled to do so.
He was glad to see that the Cabinet had obtained the necessary appropriation
of money, and intended getting the Institution started 'as soon as possible
CIRCULAR ISSUED BY THE GOVERNMENT TO THE MANUFACTURERS OF ONTARIO ON
THE ESTABLISHMENT OF A COLLEGE OF TECHNOLOGY, OR SCHOOL OP
SCIENCE.
In March, 1871, the Government issued a Circular, addressed to " the Manu-
facturers of Ontario," pointing out, that, in order to provide a system of Technical
Education for Ontario, (as recommended by the Commissioners), the Legislature,
during its late Session, had voted the sum of $50,000 for the purpose of erecting
suitable Buildings, and providing necessary Apparatus, for a Technical, (or Indus-
trial Science), School, or College, for Ontario.
The Circular stated " that the object of the proposed School of Industrial
Science," was
" To provide, in a two-fold form, for the education of Mining and Civil and
Mechanical Engineers; of Manipulation in Metals; of Workers in Wood, Leather, Woollen
and Flax Fibres; of Designers, Modellers and Carvers in the Decorative and Industrial
Arts; and of persons desirous of studying Chemistry, as applied to our various Manu-
factures."
The Government Circular then asked the Manufacturers to reply to a series of
questions proposed to them, and to state their views as to the actual requirements
of the profession, or business, in which " the party replying was engaged." To this
Circular satisfactory replies were received from eighty-nine persons engaged in
engineering, manufactures, etcetera, in Ontario. After which the College of
Technology, which became the School of Practical Science, was established.
200 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
COMPREHENSIVE PROVISION FOR THE PROMOTION OF TECHNICAL AND INDUSTRIAL
TRAINING IN ONTARIO, 1910-1911.
On a Memorandum, dated the 28th of May, 1910, from the Honourable the
Minister of Labour, stating that industrial efficiency is all important to the de-
velopment of the Dominion and to the promotion of the Home and Foreign Trade
of Canada, in competition with other nations, and can be best promoted by the
adoption in Canada of the 'most advanced systems and methods of Industrial
Training and Technical Education.
The Minister further states that the Premiers of the several Provinces of the
Dominion have expressed on behalf of the Governments of their respective Pro-
vinces approval of the appointment by the Federal Authorities of a Eoyal Commis-
sion on industrial training <and technical education.
The Minister recommends that authority be granted for the appointment of
a Eoyal Commission to enquire into the needs and present equipment of the
Dominion as respects Industrial Training and Technical Education, and into the
system and methods of technical instruction obtaining in other countries.
The Minister further recommends that the said Commissioners be instructed
and empowered to pursue their investigations at such localities as may appear
necessary in the Dominion of Canada, in the United Kingdom of Great Britain
and Ireland, the United States of America, France, Germany, and, subject to the
approval of the Minister, elsewhere on the Continent of Europe ; also that the pur-
poses of the Commission shall be that of gathering information, the information
when obtained to be carefully compiled, and, together with such recommendations
as it may seem expedient to the Commission to make, published in a suitable Ee-
port to be at the disposal of the Provinces, and available for general distribution.
The Minister further recommends that the Commissioners be appointed under
the provision of the Statute respecting inquiries concerning public matters, and
report the results of their investigations, together with their recommendations to
the Minister of Labour.
As will be seen by the terms of the Dominion Commission on Technical and
Industrial Education, not only were the Commissioners directed to pursue their
investigations in Great Britain and Ireland, the United States of America, France
and Germany," but also "at such localities as may appear to them necessary in the
Dominion of Canada/' This the Commissioners did, and, in making their in-
vestigations, they visited the chief cities and towns of Ontario, and held meetings
there, with a view to ascertain the state of affairs on the subject, and also to make
practical suggestions to school trustees with the view to the adoption of technical
and industrial schools.
In the meantime, the Provincial Government of Ontario, -issued a commis-
sion to Doctor John Seath, Superintendent of Education for Ontario, directing
him to report upon a desirable and practical elementary system of technical edu-
cation, after inquiry into those already existing in some of the countries of Europe
and the States of the American Union. In order to do so, Doctor Seath visited "a
number of the elementary and intermediate technical schools in England, Scot-
land, France, Germany and Switzerland, and also a number in the State of Massa-
chusetts and the City of New York." He further attended "the annual Conven-
tion of the National Society for the Promotion of Industrial Education, held in
the City of Milwaukee, Wisconsin, and the Trade School of that City." Having
previously, in 1900, visited the New England States and the State of New York,
PROMOTION OF TECHNICAL AND INDUSTRIAL EDUCATION IN ONTARIO. 201
Doctor Seath was entitled to embody the result of these inquiries in an elaborate
Report of 390 pages on the subject to the Minister of Education in 1910.
On the information contained in that Report, the Minister of Education was
enabled to submit to the Legislature a Bill containing a comprehensive scheme
of Industrial Education which authorizes any urban School Board to establish
general Industrial Schools, 'Special Industrial Schools, Technical High schools,
co-operative and industrial schools, schools for instruction in fine and applied arts,
industrial and technical and evening art schools. The regulations for the schools
are to be provided by the Department of Education in the same way as in the case
of a High school, and, subject to those regulations, the Minister is to apportion
all sums of money appropriated by the Legislature for the establishment and main-
tenance of such schools. TTne High school grant at present is apportioned accord-
ing to the number of pupils, the equipment, and the qualification of the teachers.
The classification of industrial schools follows the recommendations of Dr.
Seath. General industrial schools are those in which to the regular course there
are added special classes calculated to prepare pupils for industrial life. Special
industrial schools are those providing instruction in theoretical and practical work
of particular trades carried on in the district where the school is situated. Co-
operative schools are those in which an apprenticeship system is combined with
the school course.
It is provided in the Bill that every technical school, whether at present in
operation or established hereafter, is to be under the management of a committee
of twelve, six from the Board of Education, three persons not members of that
Board who are engaged as employees in manufacturing or other industries carried
on in the district, and three employers of labor. This is to be known as the Ad-
visory Industrial Committee. Where there is more than one school in the district
there may be one or more committees, as the board desires. The committee is to
be appointed by the Board of Education, on nomination of the chairman. This
committee, subject to the Minister of Education and the Board of Education, will
have power to provide buildings for industrial classes, to establish classes in other
school buildings and to prescribe .the course of study. The committee will also
have power to engage teachers, fix their salaries, to arrange the finances of the
school, and to do anything else necessary for its maintenance.
The Department of Education, by regulation, will provide for the qualifica-
tion of teachers, the course of study, the character of school sites and equipment,
and the maximum and minimum fees which may be charged.
It is provided in the Bill that where an agricultural or commercial depart-
ment has ;been or is established in any High school, the Board of Education having
charge of the school shall appoint a committee of management of eight members,
four of whom shall be members of the board, and the other four who are not mem-
bers of the board who are engaged in commercial or agricultural pursuits accord-
ing to the nature of the department. This committee will have about the same
power as the committee to be appointed in connection with industrial schools.
This Bill having received the sanction of the Legislature, His Honour the
Lieutenant Governor, in proroguing the House of Assembly, thus referred to the
subject : —
Legislation has been enacted to inaugurate a system of technical and industrial
education in connection with the school system of the province. This step has been
preceded by an official enquiry into similar educational systems elsewhere, in connec-
tion with which a valuable report has been laid before the Legislature. It is hoped
202 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
that the new system, embracing technical, industrial, commercial and agricultural
instruction, will lend itself to progress along the lines which have already been under-
taken in various parts of the province, and will help to equip our people for future
development.
The Industrial Education Act, just passed by tihe Legislature, goes into effect
at once. It is important for the High School Boards and Boards of Education
concerned to note that in the case of Technical schools heretofore established it
is specially provided that the members of the Advisory Industrial Committees shall
be appointed at the first meeting of the boards held after the passing of the Act.
This provision applies to the Technical schools at Toronto, Hamilton and Sud-
bury, the industrial classes at the Brantford Collegiate Institute 'and the Co-
operative Industrial School at Saoilt Ste. Marie, and to such other secondary
schools, whether day or evening, as may have already provided classes of an in-
dustrial or technical character.
The members of the Advisory Industrial Committee have, under certain con-
ditions specified in the Act, the management and control of- the various classes of
technical and industrial schools. Such committees shall be composed of twelve
persons, the members of which shall 'be appointed by the board as follows: Six
members -of the board, including one representative of the Board of Public School
Trustees and one representative of the Board of Separate School Trustees, if any;
three persons who are not members of the board engaged as employes in the manu-
facturing or other industries carried on in the local municipality or in the country
in which the school is situate; and three other persons not members of the board
who are employers of labor or directors of companies employing labor in manu-
facturing or other industries carried on in the local municipality or in the country
in which the school is situate.
The present Act repeals the sections of the Public Libraries Act providing for
evening classes, the Act respecting Technical Schools, and the section of the Con-
solidated Municipal Act which provides for industrial classes. The present Act
does not affect the provision for manual training and household science.
In November of 1910, Mr. Daniel Baikie, Chairman of the High School Board
at Sudibury, brought the subject of Industrial Training before the Board. He
said that:
Modern education tends more and more to the practical side of life. It aims at
giving a boy some training for his special vocation in life, which will make him a
better workman, and at the same time enable him to rise more rapidly than he other-
wise would.
Being firmly convinced of the soundness of ithis view, the Sudbury High School
Board has taken an advance step, and, for Canada at least, a novel one in furnishing
practical mining education. The country tributary to Sudbury comprises Canada's
most important mineral area. For years the Board has seen men from all over the
continent, specially trained in mineral schools and schools of applied science, coming
to the district for their practical knowledge, and many of these men have risen to
responsible and lucrative positions in the mines.
The needs of the district appealed very strongly to the Board when the matter of
building a new High School was discussed. They felt that when an expenditure of so
much time and money was involved it was their duty to consult not only the interests
of such students as intended to enter professional life, but also the larger body who
completed their education in the High School.
With that object in view, a suitable site of five acres was secured, plans were pre-
pared for the proposed (building, and a school was built much larger than the ordinary
TECHNICAL AND INDUSTRIAL EDUCATION IN ONTARIO. 203
I
High School requirements of the community will need for some time. That done, a
deputation was sent to Toronto to interview the Honourable Mr. Cochrane, Minister
of Mines, and the Honourable Doctor Pyne, Minister of Education. The project of
establishing a mining department so impressed the Ministers that they made a special
visit to Sudbury. They were met by representative men from all the principal mining
companies of the district. The matter was thoroughly discussed, and the Ministers
heartily concurred in the plan as outlined, and promised their assistance.
EXPERTS GIVE ASSISTANCE.
From the very start the Board has been fortunate in having the active assistance
of men well qualified to advise. Of these special mention may be made of Mr. Brown,
metallurgist of the Canada Copper Company, who has had many years' experience,
both in the United States and Canada; Mr. Jordan, manager of the Moose Mountain
iron mines, who was formerly a lecturer in Houghton, Mich., School of Mines, one of
the best mining schools in the world; and Mr. Corlus, manager of the Mond nickel
mines, a gentleman with exceptional qualifications. These men are all actively
encouraging and assisting the High School Board to establish a department of mining
on a practical basis, and the issue promises well.
The next question to occupy the attention of the Board was the securing of a
suitable man, with the technical education and the practical experience necessary
to adjust the work to the needs of the district.
This was a matter of some difficulty. The leading universities of Canada were
asked to assist, and the Education Department was asked to waive any technical
requirements that might restrict the Board in securing the best men available. After
much correspondence and inquiry, Mr. H. G. Carmichael, M.Sc., late of the staff of
McGill University, was selected.
Mr. Carmichael is a young man, with a brilliant university record and much
practical mining experience in Canada and the United States. He is possessed of
first-hand knowledge of almost every mining camp in Canada, and is especially
familiar with Northern Ontario.
Two CLASSES OF STUDENTS.
At present it is the intention to develop the work of the mining department in
two distinct divisions:
1. Courses for the High School students.
2. Courses for men engaged in the mineral industries.
In the courses of High School pupils, the students will be required to take the
essential subjects of the first two years of the ordinary course at the High School*
together with the commercial work, and some preliminary work in mineralogy,
drafting, etc.
The student, after taking these two preliminary years, will be given a two years'
course covering the following subjects: Assaying, chemistry, geology, mineralogy,
drafting, physics, metallurgy, mining, surveying, etc. Practical work will be required
of the students during the summer vacations. The mines and smelters Of the district
will 'be used as much as possible in connection with the course, so as to make the
course thoroughly practical.
The district is particularly well suited for this work, for, besides the world-famed
nickel and copper mines and their dependent smelters, there are the Moose Mountain
iron mines, with their magnetic concentrating mill; the Long Lake gold mine, with
an up-to-date cyanide plant, and the numerous gold and copper prospects along the
Soo branch, and near Lake Wahnaoitae.
Those students who have done satisfactory work at the school, and who can
produce proof that they have had sufficient underground experience, will be given a
diploma
204 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Besides this course, if it can be arranged with the universities, the student who
intends to take a university course will 'be given his first year's work here.
Jr'HOSPECTOES, MINERS, &MELTEB MEN.
The course for men engaged in the mining and smelting industries will be three-
fold— prospectors' classes, miners' classes and smelter men's classes.
The prospectors' classes will consist of short courses in determination of the
common rocks and minerals, geology, which will include the rocks and associations
in which valuable minerals are likely to occur, and an elementary knowledge of ore
deposits, with particular reference to those of Ontario; the conditions which tend to
make a deposit valuable, and other information which will be helpful in their calling.
The miners' classes Will consist of short courses in mining methods, timbering,
the use and handling of explosives, and kindred matters.
The smelter men's classes will take iip chemistry, the construction and use ot
various types of furnaces, the reasons for the various operations around the smelter,
the reaction which takes place in smelting as done here, and the effect of the various
materials used, etcetera.
The organization of the work and classes is far from complete, but a good begin-
ning has been made. The class of High School students is at work — twenty-three in
number — and they are evincing great interest in the subject.
PROSPECTORS' WINTER COURSE.
Arrangements are being made to have a prospectors' class during the winter
season, when advantage (will be taken of the kind offers of some of the mining
experts to give a series of lectures.
The work of establishing the school is meeting with much encouragement.
Wherever application has been made for information and assistance, a ready com-
pliance is the result.
The Geological Department at Ottawa has sent samples of minerals and publica-
tions, and other matters are promised. Mr. A. P. Turner, president of the Canadian
Copper Company, is generously giving a complete set of samples of the known minerals
of the district.
BOOKS FROM MR. COCHRANE.
Honourable Frank Cochrane, who for many years resided in Sudbury, and who
is thoroughly familiar with the needs of the district, was one of the first to grasp the
importance of such a school to the educational interests of the district. He at once
gave the project his cordial and active assistance, and has privately donated a com-
plete reference library to the school.
The High School staff is under the guidance of Principal H. S. Berlanquet, a
young man thoroughly alive to the progressive spirit of the work, and with a young,
enthusiastic staff of assistants, much is expected of the school.
In addition to what Ontario is doing in the matter of Technical Education
and Industrial Training, Nova Scotia is also doing a good work in the same direc-
tion. Plans there have 'been devised for taking care of the requirements of all
localities and of all the leading industries. The Department of Technical Educa-
tion has been organized in Nova Scotia for two years. There have Ibeen estab-
lished Technical Schools in 21 Industrial communities. These Schools may be
divided into four classes — Schools for Coal Miners, Schools for Stationary En-
gineers, Schools for Craftsmen, -Schools for Fishermen. The coal mining instruc-
tion is the most widespread on account of the great importance of that industry to
the Province of Nova Scotia.
NECESSITY OF TECHNICAL AND INDUSTRIAL EDUCATION IN ONTARIO. 205
HOW ENGINEERS SHOULD BE EDUCATED.
In an Address in Toronto on the Education of Engineers, Mr. Frecheville,
one of the leading Mining Engineers of England, stated that a good general edu-
cation, including mathematics, classics, English history and modern languages was
advisable in order that as a member of the profession he migM mingle with edu-
cated people without being at a disadvantage. The two languages most necessary
were French, because it was the language spoken >by most educated people of all
nations, and Spanish, 'because Mexico and South America 'were two of the most
prominent fields of effort for ^he mining engineer. A thorough technical educa-
tion in a School of Mining, covering at least a period of four years, was f,bsolu<tely
essential, and a few years of practical experience along with an expert engineer
were invaluable.
THE NECESSITY OF TECHNICAL AND INDUSTRIAL EDUCATION IN
ONTARIO.
A number of interesting addresses on Technical and Industrial Education
were, in 1910 and 1911, delivered chiefly in Ontario and the United States, from
which I select the following extracts :
President Falconer of the Toronto University said:
The true secret of the value of technical education is the creation of intelligence
and interest in the worker, by which the scientific man adds not only to the content of
the worker's life, but also to the content of his own. It is upon the " Science " man,
more than anyone else, that the country relies to bridge the great gap now lying
between the two classes of workers : the class of culture and privilege and brain work,
and the class of labourers who hitherto have been too disposed to think that they
have inherited no privileges whatever. The student in applied science will be the
golden mean who can make our proposed systems of industrial training effective.
Professor Robertson emphasized the importance of a training that would fit
men to develop the country's resources. In a special plea to the graduating Engi-
neers, he said :
We have a great heritage, an inheritance that is worth taking care of, and it is to
you that we look for the application of scientific principles in its eploitation. Conserva-
tion does not mean" keeping out of use " ; it means making the wisest use of what we
have — now.
He appealed to them to make struggles and sacrifices, for out of these was
bound to come achievement. They were young, but they were full of responsibility,
and one of the things for wihich they would be held responsible was the proper
utilization of the three hundred thousand immigrants coming annually to our shores.
A third of them came from the motherland, and it would be worth while to care
for, and employ them.
The speaker then referred to the agricultural and industrial expansion of the
Dominion. He appealed for co-operation. The men working in the mines of
Nova Scotia and the thousands of toilers in the west were all partners in the work,'
That work must be all for Canada.
Mr. R. S. Gourlay, President' of the Board of Trade, said Canada was at aft
industrial stage where there was a great deal to be done. Our possibilities wer&
manifold, and although we had the raw material, we had yet to make wonderful
206 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
strides before we could compete with a really great industrial nation in the utili-
zation of our by-products, and we must rely on technically-trained men in com-
mon partnership with us to make the country great as a manufacturing nation.
The Honourable J. S. Duff took occasion to refer to the difficult problems re-
lating to the construction of hydro-electric power lines, in the solution of which
the engineering profession was playing a role of no mean importance.
Dean Galbraith recalled the days thirty years ago, when Professor Ellis and
himself were the staff of the School of Practical Science, and seven students were
its' total enrolment. It was now seven hundred. He expressed his confidence that
the men sent out by that School would prove true to its best traditions.
At a meeting of the Public Library Institute of the Brantford district, His
Honour Judge Hardy, President of the Ontario Library Association, introduced
the question, "How far can the Public Library go in aiding technical education?"
The Judge felt that in view of the large sums of money being spent by artisans in
Correspondence Courses for technical instruction, something ought to be done
through our Ontario libraries to meet these needs, and urged that the Library
Section of the Education Department should provide some comprehensive scheme
by which the Province of Ontario would furnish some elementary kind of Techni-
cal Education for the thousands of working men desiring it, and that in this
scheme the Public Library should be the local centre. A vigorous discussion fol-
lowed in support of the views advanced by the speaker.
Statistics were presented showing that in six towns and small cities in
Ontario during the last five years some $262,000 were paid to one Correspondence
School alone for this kind of education.
At the annual dinner of the Engineering Society of the University of Toronto
in the Convocation Building, a certain note ran through all the speeches and came
to the surface so often as to justify its being termed the dominant thought with the
present day student of Science in Toronto University. It was this: A recognition
of the responsibility of leadership in development which will rest upon trained
scientific men to a greater degree in Canada's history from now on. The Professors
pointed it out and the students realized it. They are grateful to men who, in con-
ditions much rougher than those found now, had laid the foundations of tihe opening
chapters of engineering work in the Dominion in honest, hard work and unright-
ness, but, as day after day makes clearer the vision of what the country will be
when the untold resources are fully developed, the work of the future outshines
that of the past.
More than one speaker pointed out that in the rise of Canada to her full
stature Engineers must bear a large part of the work. It seemed fitting that
Professor Eobertson, Chairman of the Commission on Technical Education, which
is the first awakening to the problems of the country, should be present at this
gathering.
Dean Galbraith, of the Science Faculty, speaking from a vast wealth of ex-
perience garnered during thirty years' connection with the School of Science,
commanded the attention of all present. He said:
It would delight the hearts of the Founders of this Institution and of the two
irho taught here with me first, to see that the class which numbered seven when we
commenced has grown to eight hundred. Many changes have been passed in the course
of the years, and I think It will not be long till there are a thousand learners with us.
it used to be that the teaching was done by men from the Colleges. They were well
up in their subjects, but they had not been out in the world, and lacked the contact
IMPORTANCE OF TECHNICAL EDUCATION IN ONTARIO. 207
with actual conditions. One of the great changes has been in the type of men on the
Faculty. We are cut off from the outside here, and one of the strongest tendencies, as
a university becomes more huge, is to sever the bonds still more. I have often felt
like becoming a recluse. It is the duty of our Graduates to bring back to us the fruits
of their experience in the world with the learning gained here, and to keep us in touch
with the outside.
President Falconer said: —
No engineer is working merely to see the finished product. He does not satisfy
himself with sitting down and gazing at the building when it is done. He immediately
goes at another. It is not the product that he works for, but the continuation of his
work that brings contentment and advancement in the world.
The Honourable James Duff, Minister of Agriculture for Ontario, compared
the work of the School of Science with that of the Ontario Agricultural College:
Both were the outcome of a realization of the requirements of Canada. Bach has
been working quietly with success year by year in its chosen field.
At a meeting of the Manufacturers' Association, it was stated that : —
It is most gratifying to note that there has been a marked advance in some centres
in Ontario towards Industrial training of a more definite and practical character, such
as metal work, forge shop practice and mechanical drafting. This has been particu-
larly noticeable in Saulte Ste. Marie, Woodstock, Stratford, Berlin, Hamilton and Brant-
ford.
At a Meeting of the Brotherhood of Carpenters at the Labour Temple Mr.
S. Gr. Currie delivered an interesting address on "The Education of the Mechanic/''
He said:
Technical Schools were now absolutely necessary for men to become skilled in
crafts. In former days, with the long apprenticeship system, young men were
thoroughly trained in their trades, but the modern short-term apprenticeships made
the boy learn his trade as best he could. Employers had no obligation to teach him
to his advantage. Thus the average efficiency of workmen was low. The mechanic
should keep his eyes open and observe things in connection with his trade, and learn
how to do this work in as many different ways as possible.
You must put behind your work your brains and all the manual training you can.
Brains sell for much more than mere manual expertness. The introduction of machinery
is doing away with mere manual skill. To obtain the best current wages, good mechanics
must work with their hands and brains.
PRESIDENT FALCONER, OF THE UNIVERSITY OF TORONTO, ON THE IMPORTANCE OF
TECHNICAL EDUCATION AS A BRIDGE OF SCIENCE FOR THE GAP
BETWEEN CULTURE AND HANDICRAFT.
In speaking of the importance of Technical Education, he said : —
" The Science Student will be the golden mean who can make our proposed systems
of industrial training become effective. In creating intelligence and interest in the
worker's life, and also to the content of his own, and this is the true secret of the value
of technical education."
The Mail and Empire, in referring to this address, and to the training which
young men receive in the Faculty of Applied Science and Engineering in the Uni-
versity of Toronto, under Professor Galbraith, said: —
208 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
" The Engineer's is a high calling. ... He will always be with us as the Builder
and Repairer of the endless diversity of works that must be kept going in our produc-
tive, transportation, and commercial economy. He must plan and equip our Mines, con-
struct our Railways, bridge our great Rivers, pierce our Mountains, develop our Water
power, and, generally, take charge of our material affairs."
BOYS TAUGHT TEADES IN NEW YOEK EEFOEM SCHOOL AT
FLUSHING.
While there is not much time in which to learn a trade, a good beginning is
made in several branches at New York's Eeform School at Flushing. There are
five workshops, devoted to painting, tailoring, carpentry work, plumbing and bak-
ing. Many of the boys show proficiency in the mechanical arts. In the tailor
shop they can make their own uniforms and caps — heavy dark blue for the winter
and khaki for the summer. A great deal of the carpentry about the place is done
by the boys. In the printing branch all the printing is done for the three Schools,
and soon the entire work of the Board of Education will be in the hands of these
boys.
In the bakeshop 7,000 loaves are baked every month, enough to supply the
Manhattan and Brooklyn Institutions as well as the regular consumption of the
Parental School. The boys do all the work — mix the dough in a big electric
mixer, knead it, shape it and attend to the ovens. When they leave the school
they are qualified as bakers. In fact, the boy who works in any department is
sure of a job when he leaves, for though he may not be a competent tradesman, he
has learned enough to make himself useful, or at least give him the preference to
others who have had no experience.
TEAINING IN THE MECHANIC AETS.
The Governor of Pennsylvania, in his message to the Legislature of that
State, urges with great earnestness the necessity of making some provision for the
training of a portion of the children of the commonwealth in a knowledge of the
mechanic arts. He said: —
This subject of Industrial Education as an element of national prosperity has an
importance that can scarcely be over-estimated. So large a proportion of the youth of
the country who are educated in our Public Schools belong to classes which must rely
upon labour in some of its forms for their maintenance and future usefulness, that it
becomes a question of grave magnitude, whether their education in these Institutions
is adapted as completely as it ought to be to their peculiar needs and the requirements
of the country. If their education does not lift them above a condition that may be
estimated by its relation to mere horse-power; if it does not in some degree fit them
to become skilled artisans, and if it does not contribute to develop their capabilities as
producers, it is certainly defective, whether it is regarded from the standpoint of phil-
anthropy, or political economy, or patriotism.
That species of labour in its lowest form, which can be performed by mere
uneducated force, is already in excess of the need, and therefore of the demand, in the
United States; while our deficiency in skilled or educated labour is so great that we
are obliged to resort to other lands for its supply. As long as this continues to be the
case, industrial pursuits here must remain tributary to those of other countries, and
our mechanical products will continue to be inferior to and unable to compete with
theirs. The remedy is to be found — not entirely, it is true, but yet very largely — in
INDUSTRIAL UNIVERSITIES IN ENGLAND.
the training of a portion of the children of the several States In a knowledge of the
mechanic arts. To this end the extended machinery of our Common School System is
admirably adapted, and could be conveniently, inexpensively, and universally applied.
We do not advocate an increase of the number of studies pursued in our Public
Schools, believing them to be already too numerous as to" be largely obstructive of real
advancement, and, in many instances, prejudicial to healthy mental and physical develop-
ment. But we suggest that some regard should be paid in our Public Schools to the
future condition and probable occupations of the pupils; and that, at a proper stage
in the Common School Course, when the general elementary instruction contemplated
by our School laws shall have been imparted, an opportunity should be afforded for
special Technical Education to those who may desire it, or who may manifest special
aptitude, or whose parents may wish it for them. Many a bright lad might thus be
enabled to rise in the scale of productiveness as a skilled artisan, who, without such
training, would struggle for long years against adverse circumstances, made doubly
adverse by his want of the special elementary knowledge requisite to turn his abilities
to practical account. It cannot be expected, indeed, to perfect the pupils in particular
handicrafts or branches of industry. But, without converting the Schools into work-
shops, a foundation can be laid in them upon which their pupils may build hereafter to
their own great advantage and the general welfare.
In connection with this subject, and as exemplifying the importance which intelli-
gent manufacturers attach to technical training, we learn that one of our New York
Establishments, which has achieved a world-wide reputation for the manufacture of
printing-presses, became so convinced that the efficiency of their corps of workers would
be greatly increased if, in connection with a good English education, they possessed a
thorough knowledge of the fundamental principles of Mathematics and Mechanics as
to be led to establish a School for the gratuitous instruction of their apprentices in
grammar, arithmetic, algebra, geometry, reading, writing, drawing, composition and
mechanics. As the term of apprenticeship varies from five to seven years, the oppor-
tunity is thus afforded for a complete course of instruction, which is made the more
thorough by the practical application of it in the workshop.
JUVENILE EMPLOYMENT AND INDUSTEIAL UNIVERSITIES IN
ENGLAND.
Inquiries are being made now in England into the question of juvenile em-
ployment. Even the golf caddies, hitherto exempt from the inquisitional eye of
the humanitarian investigator, apparently on the ground that, like Greek slaves,
they derive culture and refinement from their association with the superior beings
who retain their services, are having their state anxiously considered. The edu-
cational reformer makes hay while the sun shines, and, finding public opinion
sympathetic, gets more Government money devoted to education and better oppor-
tunities provided for all classes of the population. But his supreme effort has
undoubtedly been made in the field of what is called higher or university educa-
tion.
" INDUSTRIAL " UNIVERSITIES.
Everyone knows how, of recent years, universities have sprung up in the
larger manufacturing Towns, how thoroughly popular they are with their courses
in business, and in every conceivable branch of science which affects the industrial
life of their communities. But fewer Canadians know how closely these new uni-
versities, and especially the older universities, like Oxford, have come into touch
with the people through other and quite different means. They have, of late, de-
voted some of their best thought and their best Teachers into the lives of those
14
210 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
engaged in manual labour and ordinary industrial and commercial pursuits. It
is an unique attempt, conducted under the auspices .of what is known as The
Workers' Educational Association, and deserves careful consideration, if not imi-
tation, on the part of Canadian Statesmen and Educationists.
A WORKERS' ASSOCIATION.
The Workers' Educational Association describes itself and its objects in these
terms : " The association co-ordinates existing agencies and devises as fresh means
by which working people of all degrees may be raised, educationally, step by step,
until they are able to take advantage of the facilities which are and which may
be provided in the Universities. This is a missionary organization, working in
co-operation with educational authorities and working-class organizations. It is
definitely unsectarian and non-political. It is a federation consisting at present
of 1,389 organizations, including 511 Trades unions, Trades councils and
branches, 181 co-operative Committees, 253 adult Schools and Classes, 12 Univer-
sity bodies, 30 local educational authorities, 60 working^ men's Clubs and Insti-
tutes, 68 Teachers' associations, 13'2 educational and literary Societies, and 142
other societies, mainly of work-people. It seeks to fulfill its objects in the follow-
ing principle ways: (a) By arousing the interest of the workers in higher edu-
cation and by directing their attention to the facilities already existing; (6) by
inquiring into the needs and feelings of the workers in regard to education, and
by representing them to the Board of Education, Universities, local educational
Authorities and educational Institutions; (c) by providing, either in conjunction
wiih the aforementioned bodies or otherwise, facilities for Studies of interest to
the workers which may have been hitherto overlooked; (d) by providing, or arrang-
ing, for the publication of such reports, pamphlets, books, and magazines as it
deems necessary." Beneath these generalizations, which seem to be required in
the Prospectuses of educational, as of mining, and all other companies, is the
sound kernel of truth that the great numbers who leave School at an early age
and enter at once upon some toilsome vocation are demanding larger educational
opportunities.
WANT KNOWLEDGE AND TRAINING.
Such men are face to face with greater political responsibilities as the fran-
chise widens; and they want knowledge and training, if they are to exercise poli-
tical control intelligently. Here lies the real problem of modern society. Take
the normal crowd, to be seen any evening in a city's streets, and put into it a
desire for knowledge, and an interest in the great things of life, and also a sense
of citizenship. The Workers' Educational Association seeks to solve the problem
not merely by publishing a magazine, by gathering up working-class opinion, by
representatives on the Board of Education and local boards, for these would be
very inadequate means, but by forming classes for the actual instruction of work-
ing men and women. The help of the Universities has enabled it to take this step.
WHAT OXFORD is DOING.
Oxford began by providing a Tutor to meet groups of students in working
class centres. Now a joint Board, chosen by Labour organizations and the leading
Universities, direct the whole system. Thirty persons form a class; they pledge
themselves to write one Essay a fortnight over a period of two years; a University
MORSE'S FIRST TELEGRAPH MESSAGE. 211
Tutor is sent to them, if possible, once a week, he lectures for an hour, questions
for an hour following, and, in addition, corrects and criticizes each Essay sub-
mitted to him. The subjects studied are largely History, Economics and Political
Science. Upon this skeleton has been built up a new University of the people.
There were two classes with sixty students in 1907-8. There are now 70 classes,
with 2,100 students. Diplomas are conferred upon those who cover the ground
satisfactorily, and ultimately some of the best students may be brought up to the
Universities, though this part of the scheme has not as yet been fully developed.
At present those who are free attend a short Summer Session in Oxford. I have
said enough to show that there is an earnest desire on the part of Workingmen to
obtain higher education not in technical subjects, but in those branches of learning
which prepare them to discharge the duties of citizenship, and that the Univer-
sities are straining every nerve, particularly the very tender nerve of finance, to
meet their need.
PERSONAL INSTRUCTION.
The instructor is not the milk-and-water concoction so often given to those
outside university walls, but the real intimate, personal instruction, the argument
and debate on big books and big subjects, the' attention to careful thinking and
expression which the Universities, and especially Oxford and Cambridge, offer to
their best and choicest men. It is not to be wondered at that the workers who
have received this training attain distinction in their walks of life, and that a
change is already felt in the tone and temper of the labour movement.
KING EDWARD'S HELPING HAND.
It is gratifying to know that, while laying the foundation stone of the new
buildings of the Imperial College of Science and Technology, at South Kensing-
ton, the late King Edward gave a helping hand to the campaign in favour of higher
scientific education. After emphasizing the " supreme importance " of the high-
est specialized instruction in science, especially in its application to industry, His
Majesty continued : —
1 feel more and more convinced, as time goes on, that prosperity and even the
very safety of the existence of our country depends on the quality of scientific training
of those who are to guide and control our industries. With the present rapid growth
of knowledge, specialism of a high order is necessary to success.
INTERESTING INCIDENTS OF MORSE'S FIEST OCEAN TELEGRAPH
MESSAGE.
Professor Samuel Morse, the brilliant young painter, sculptor and scholar,
became deeply interested in the experiments with electro-magnetism. On the Ship
Sully, from Havre to New York, the idea of the electric telegraph appeared to his
mind, and before he landed he had the plans of his instrument all drawn, to the
minutest detail, to be used in the application for his patent, and in his practical
work. After having spent all his own money and as much as he could borrow, in
his attempts to operate his machine, as a last possible hope he appealed to Con-
gress for help.
He asked for $30,000 for the construction of a line from Baltimore to Wash-
ington. The last day of the session was drawing to a close, and it looked as though
Congress would deny his request. He went to bed that night about heartbroken.
212 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
At the breakfast table the next morning a young lady congratulated him and
on asking the reason, he learned that the last Act but one passed by Congress was
to furnish him the money he desired. He was so delighted with the news that he
promised the young lady that she should send the first message over his wire. And
this is the one which she sent: "What hath God wrought?"
What a difference there was between his feelings in the hotel that night and
those he experienced thirty years from that time, in the Academy of Music in New
York, when a grand reception was givejn in his honour ! Distinguished men from
all callings were then present, and he was enthusiastically praised as one of the
greatest inventors of the world.
How appropriate was the first message sent, "What hath God wrought?"
If the Professor had selected one himself it could not have been more in har-
mony with his spirit, for in the hundred other things connected with his practical
experiment he felt that he had been divinely led.
What an appropriate message was the one sent from the Academy of Music!
It was the one that had been reported as the first communication from England to
America over the Atlantic cable. It was the one that filled his heart to overflow-
ing, as he walked to the instrument a veritable prophet of God and telegraphed,
" Glory to God in the highest, on earth peace, good-will to men."
Professor Morse's great invention has indeed contributed to peace and good-
will among men, by uniting cities and nations together by closer ties of commerce
and stronger bonds of friendship. His life of purity, benevolence and devotion
did its part to usher in a knowledge of the fatherhood of God and the brotherhood
of man. There will come a time in the future when practically the quivering wires
of earth will be united with the ecstatic wires of heaven in ascriptions of " Glory
to God in the highest," and " Peace on earth, good- will to men."
FIFTY YEAES OF SCIENCE— HOW IT HAS MADE FOE HUMAN
PEOGEESS.
BY SIR OLIVER LODGE, D.Sc., F.E.S., LL.D., PRINCIPAL OF BIRMINGHAM
UNIVERSITY.
Fifty years ago Darwin's evolution was born indeed, but was passing through
a tempestuous childhood. It was opposed not so much on scientific grounds, but
because it ran counter to natural prejudices and contradicted some religious
teaching.
The broadening and clearing of man's outlook on the universe, the realiza-
tion of his place in the scheme of things, and of the help which is expected from
his conscious co-operation towards progress and enlightenment, are perhaps the
greatest of all the results of the last fifty years.
Fifty years ago the nature of disease was practically unknown; fermenta-
tion and many other organic processes were treated as purely chemical instead of
as mainly biological. It is not too much to say that Pasteur's discovery of the
nature of disease is in the act of revolutionizing medicine ; it throws light upon the
activity of soil in agriculture, the purification of rivers, the treatment of sewage,,
and a quantity of other problems of great importance.
FIFTY YEARS OF SCIENCE AND HUMAN PROGRESS. 213
TRIUMPHS OF SURGERY AND MEDICINE.
While as for surgery, the germ theory as applied and enforced by Lister to
the treatment and infliction of wounds has enabled the surgeon to perform opera-
tions with safety which before were impossible; and the after-effects on the patient
are out of all comparison less painful and distressing than they were in the days
when suppuration was regarded as a normal and inevitable consequence.
In geographical exploration the opening up of Africa and other parts of the
earth that has occurred during the past half-century has had results some of which
still badly need reform, though in the long run they must be beneficial. Here
again discoveries in medicine are of profound importance. The detection of the
carrying power of insects, and energetic measures taken for the extirpation of
insect pests, bid fair to open up great tropical belts of the earth to human habita-
tion; and thus, in due time, regions which solar power can make fertile beyond
anything known in temperate latitudes will grow a rich harvest for men of the
future.
ANNIHILATING SPACE: ELECTRICITY.
Fifty years ago there was no cable to America, and the sea passage occupied
the best part of a fortnight. The friendship of that great continent, and of our
own descendants there, must be credited in part to the increased facilities for inter-
course afforded by engineering science. The friendship now begun — made easy
by a common language — will, let us hope, never become extinct.
Telephones can hardly be said to be an unmixed blessing, but the electric
light is a pure gain; and hefore long, by setting free gas for its natural duties of
combustion and heating and cooking, it will indirectly contribute to lessen the pol-
lution of our limited atmosphere that renders town life of to-day so far less
healthful than it might be. For the germ-killing rays of the sun are just those
which even a thin pall of smoke excludes.
ASTRONOMY AND ELECTRICITY.
In astronomy how much has been accomplished ! The motion of stars in the
line of sight, the photography of the heavens, the penetrating further and further
into the depths of space by gigantic telescopes, the application of the spectroscope
to determine the nature of nebulas, and the vast ideas of stellar evolution and of
the infinite drama of the heavens which is being played before our eyes — all this
though heralded by a few men of genius at a date preceding our era, has now
penetrated to, and is beginning to influence the thoughts of, the man in the street.
Electrical applications — the electric furnace, the extraction of nitrogen from
the air for the purpose of agriculture, the transmission of power ,the utilization of
water power by electrical means for locomotion and for many other purposes — are
all piactically the outcome of this period.
The discoveries of X-rays, of radio-activity, and of the probable electrical
constitution of matter, still belong to the period of quite recent history.
CHEMISTRY OF THE ATOM: NEW ELEMENTS.
The greatest discovery in chemistry has been that of the relationship among
the atoms, associated with the name of Mendeleef, whereby all the elements are
214 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
exhibited as a group of families having probable relationship with each other, some
of them related as ancestors and descendants. The prediction of new elements
thus rendered possible, before their experimental discovery was made, marks this
as a first-class achievement. And the striking discovery of argon and the other
inert constituents of the atmosphere has served to justify the foresight of such
a chemist as Julius Thomsen in a remarkable way.
TECHNICAL ADVANCE AND HUMAN PROGRESS.
Many great chemical industries have sprung up through Perkins' discoverey
of aniline dyes, and much progress has been made in the invention and manufac-
ture of high explosives. The recognition of hypnotism also, and of telepathy, is
not to be ignored; and though mere technical advance is no sure and certain guar-
antee of human progress, yet when mankind has learnt wisdom enough to utilize
its enhanced powers and improved methods, not for selfish aggrandizement and
greed, still less for competition and slaughter, but for the good of the whole human
race, then undoubtedly these discoveries, like all others, must contribute to the
well-being of man. — Public Opinion, October, 1910.
V. EEPOET OF AN INQUIRY IN REGAED TO AGRICULTURAL
EDUCATION IN THE UNITED STATES, 1873.
LETTER OF THE COMMISSIONER OF AGRICULTURE, AUTHORIZING THE REVEREND
W. F. CLARKE TO VISIT AND REPORT ON AGRICULTURAL COLLEGES
IN THE UNITED STATES.
Commission to the Reverend W. F. Clarke, Editor of the " Ontario Farmer.''
You are hereby commissioned to visit the leading Agricultural Colleges of the United
States, and report thereon to this Department, your Report to embrace, among other
things, the following particulars: —
1. The establishment, cost and mode of sustaining such a College; with the Experi-
mental, or Model, Farms attached; their management; the Course of Study pursued at
them; the Professorships in them; the attendance of Students; the estimation in which
these Institutions appear to be held in the United States; their practical working; the
results of their operations, so far as can be ascertained; the Expense of their main-
tenance; and the extent to which by Fees, Manual Labour of Students, or otherwise,
they are self-sustaining.
2. You are also commissioned to visit the United States Department of Agriculture
at Washington, and ascertain by what methods it aims to promote the Farming interests.
On your return you will embody the results of your Observations in a Report to
this Department; and also submit an economical and practical Scheme for the establish-
ment of an Agricultural College in this Province. You will also furnish this Department
with any Suggestions your Tour may enable you to make, whereby its serviceableness to
the Agriculture of this Province may be enhanced.
JOHN CABLING,
TORONTO, August 12th, 1869. Commissioner of Agriculture.
REPORT ON AGRICULTURE IN THE UNITED STATES. 215
REPORT OF REVEREND W. F. CLARKE ON AGRICULTURAL EDUCATION IN THE
UNITED STATES TO THE HONOURABLE JOHN CARLING, COMMISSIONER
OP AGRICULTURE.
I had the honour to receive from you a Commissioin to visit and report upon the
state of, and facilities for, Agricultural Education in the United States.
In pursuance of the Instructions given .me, I visited several of the more prominent
Agricultural Colleges in the United States. . . . Among the Institutions visited by
me, there are two, one at the East and the other at the West, which may be regarded
as exemplary, if not model in their character, videlicet: — those of Massachusetts and
Michigan.
It may be premised that the Agricultural Colleges of the United States are indebted
to an Act of Congress, passed in 1862, by which a munificent Land Grant was made to
every State in the Union for the permanent endowment of such Institutions. The purpose
of this Donation is thus stated by the Originator of the Bill making the Grant: —
" To establish at least one College in every State, upon a sure and perpetual founda-
tion, acceptable to all, but especially to the sons of toil: where all the needful Sciences
for the practical avocations of life shall be taught; where neither the higher graces of
classical studies, nor the military drill our Country now so highly appreciates will be
ignored; and where Agriculture, the foundation of all present and future prosperity,
may look for troops of earnest friends, studying its familiar and recondite economics, and
at last elevating it to that higher level where it may fearlessly invite comparison with
the most advanced standards of the world."
Under this Act each State became entitled to a quantity of Public Land equal to
30,000 Acres for each of its Senators and Representatives in Congress. It was provided
that this Land should be sold to the best advantage under the supervision of each State,
and the proceeds invested as a perpetual Endowment in safe Stocks, yielding at least
five per cent, per annum. The Massachusetts Agricultural College owes its existence to
the National Land Grant; that of Michigan was already in prosperous operation when
the Land Grant was made, but has, of course, received a considerable impetus from that
wise and patriotic Act of Congressional Legislation.
THE MASSACHUSETTS AGRICULTURAL COLLEGE AT AMHEBST.
The quota of Land allowed to Massachusetts was 360,000 Acres. The State Legis-
lature accepted the Grant, and proceeded to consider the best mode of appropriating it.
The question in regard to Agricultural Education was: Whether the object can be best
promoted by making Agriculture one of the many subjects taught in a general College,
or by having a College specially devoted to it. ... The Massachusetts Legislature,
however, decided to establish a separate Institution as an Agricultural College. . . .
This amount required for the Building of the College having been pledged by the Town
of Amherst, and an eligible Site and Farm of 383 Acres having been secured in that
Town, at a cost of $41,000, the Agricultural College of the State was located there, and
opened for the reception of Students in the Autumn of 1867. . . . Besides Boarding,
Class and Lecture Rooms, there is accommodation for one hundred and ten Students.
. . . There are seven Dwelling-houses, two Brick Dormitory Buildings, a " College Hall,"
a Botanic Museum, a beautiful Plant-house, and a spacious Model Barn and Outbuildings.
The Faculty of the College consists of a President, who is also Professor of Botany and
Horticulture; and Professors of Agriculture, Military Science, Mathematics and Physics,
Chemistry, Modern Languages; and Lecturer and Instructors on a variety of special
branches of Study. Two classes of Students are contemplated in the Course of Instruc-
tion which is provided, videlicet: — "Those who wish to obtain a thorough Literary,
Scientific and Business Education, qualifying them to act well their part, not only as
Farmers and Gardeners, but also as citizens and men; and those whose circumstances, or
216 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
wishes, induce them to seek a more limited and practical Course of Instruction, with
particular reference to Farming as a profession." The regular Course of Study occupies
four years, and those who complete it receive the Degree of Bachelor of Science. The
Farm Superintendent gives daily instruction in the best methods of Practical Agriculture.
Every Student is required to labour two hours on alternate days as a College exercise.
For this no pay is given, but for all extra labour Students are paid at the rate of 12 *£
cents per hour. Thus far, more than half the Students have voluntarily worked, more
or less, for wages, as a means of reducing the cost of attendance at College. The
expenses of the Chemical Laboratory to Students of Practical Chemistry, $5 per term,
including Chemical Apparatus, at cost; total expenses, inclusive of Fuel and Books, about
$250 per annum. . . . These Agricultural Society Scholarships are offered for com-
petition, and the Candidates passing the most creditable examination become entitled to
them. It speaks well for the reputation of this College that it has been well filled with
Students ever since its opening in October, 1867, and that they have been chiefly Farmers'
Sons who have been in attendance. No one is admitted at a younger age than fifteen,
and thus far the Students have averaged eighteen years of age. Nearly all have been
Full Course Students. This College is considered to have been remarkably successful.
. . . The total cost of its maintenance, inclusive of the Farm, is about $20,000 per
annum.
The Course of Study and Instruction in Massachusetts Agricultural College includes
Algebra, Human Anatomy and Physiology, Chemical Physics, Geometry, French, Chem-
istry, Botany, Hygiene, Agriculture, Orthography, Elocution and English composition,
German, Commercial Arithmetic and Book-keeping, Trigonometry, Analytical Chemistry
(with Laboratory practice), Mensuration, Surveying, Analytical Chemistry, Zoology,
Drawing, Comparative Anatomy, Diseases of Domestic Animals, Organic Chemistry,
Dairy Farming, Market Gardening, Agricultural Chemistry (with practice in the
Laboratory and the Field), Physics, Rhetoric, Horticulture, Astronomy, Systematic
Botany, History of the United States, Mineralogy, the Cultivation of the Vine, of the
Fruit and Forest Trees; Useful and Injurious Insects, Intellectual Philosophy, History,
Physical Geography, Moral Philosophy, Political Geography, the Civil Polity of Massa-
chusetts and the United States, Geology, Engineering, Political Economy. Lectures upon
Stock Farming, Architecture, Landscape Gardening and English Literature; and Exer-
cises in Original Declamation and Debate during the year. Exercises in Gymnastics,
Military Tactics, and the various operations of the Farm and Garden, throughout the
Course.
THE MICHIGAN AGRICULTURAL COLLEGE, NEAR LANSING.
In the year 1855, the Michigan Legislature made an appropriation of Forty thousand
dollars, for the establishment of a State Agricultural School. A tract of Land, three
miles east of Lansing, the State Capital, was purchased. A site for the necessary
buildings was chosen, and a beautiful natural park was formed by wisely leaving
here and there suitable Trees already well grown and firmly established in the soil;
an example of what every Farmer in a new Country might do. A College Building,
100 feet by 50, and a Boarding House of nearly equal size, were erected, and the
Institution was formally opened in May, 1857. A central Building, ornamental in
style, but planned so as to obtain the most accommodation with the least outlay, has
since been erected.
This institution, as already stated, was in an effective condition at the time that
the great National Land Grant was made. It then became possessed of 240,000 acres
of land, within the State of Michigan. The possession of these Lands has inspired the
friends of the Institution with great enthusiasm, and produced an important moral
effect by the certain prospect of ample means to provide for the operating of ,the
College in all time to come. During the past year the number of Students was eighty-
two, representing twenty-six Counties of the State. Of this number, sixty-two were
Sons of Farmers. Roads, Fences and Bridges have been built, and a large amount
REPORT ON AGRICULTURE IN THE UNITED STATES. 217
of grading and ditching done. It is a peculiarity of this College that by Legislative
enactment, it is required " That three hours each day shall be devoted by every
Student to labour upon the Farm, and no Person shall be exempt, except for physical
disability." This requirement of labour is made, not only because it is remunerative
to the Students, but because it is educational, and calculated, at a period when tastes
and habits are formed, to induce a love of work, and sympathy with the working
classes. Special pains are taken at the Michigan Agricultural College, to render
Labour honourable and attractive. The Officers of the Institution work with the
Students, or personally superintend their work. The Professors of Agriculture and
Horticulture, the Foreman of the Farm and Garden, and the Foreman of the Green-
house are always out with the Students during their work, while the Professor of
Chemistry and other Officers often are so. It is aimed to connect the Labour and
Studies of Students <as far as possible. Lectures are sometimes given in the Fields
and Stock-yards, and the principles learned from Class Books are, as frequently and
as fully as can be done, illustrated in the Workshop, on the Farm, and in the Garden.
After a thorough trial of its merits, the Trustees and Faculty of the Institution cling
very tenaciously to the Manual Labour feature of the College, and regard it as intimately
connected with its prosperity and usefulness. . . . This requiring all Students,
without exception, to labour, effectually prevents the springing up of caste among
them, while participation in actual work by the Officers of the Institution themselves
does much to make labour inviting to the young men.
The requirements for admission to this College are thus fixed by Law: — "No
Student shall be admitted to the Institution who is not fifteen years of age, and who
does not pass a satisfactory examination in Arithmetic, Geography, Grammar, Reading,
Spelling and Penmanship." The Law also says: — "The College shall be a high Sem-
inary of Learning, in which the Graduate of the Common School can commence,
pursue and finish a Course of Study." The chief objects contemplated by the College
are these: — 1st. To impart a knowledge of Science, and its application to the Arts
of life. Especially are those Sciences taught which relate to Agriculture and Chemistry,
Botany, Zoology and Animal Physiology. 2nd. To prosecute Experiments for the
promotion of Agriculture. 3rd. To afford the means of general education to the Farming
Class.
Tuition is free to all Students from the State of Michigan. Outsiders are charged
Twenty dollars per annum. Board and washing are provided at the College Boarding
Hall at cost. A charge of $6.50 per year is made for incidentals. The Rooms are
furnished with Bedsteads and Stoves; what else is requisite, the Students must provide
for themselves. The terms are so arranged as to give a long Winter Vacation, affording
Students an opportunity for teaching. . . . There is already much pleasing evidence
of the usefulness of this College and of its high and growing appreciation by the Farmers
of Michigan. A proportion of its graduates are engaged in Practical Agriculture. Four
of its Graduates have become Professors in Agricultural Colleges. Its influence is very
perceptible upon the surrounding Farm region.
The Primary Course of Instruction is practically the same as in other Agricultural
Schools and Colleges.
Particular attention is called to the Course of Study. It is believed to be sufficient
to impart thorough mental discipline and such information as is required by the
general Student. The peculiar feature of the Course of Study is the prominence given
to Physical Sciences — Botany, Chemistry, and Animal Physiology. Practical Agricul-
ture, Horticulture, Stock-Breeding, Entomology and Meteorology are prominent features
of the Course. . . .
SELECT COURSE OP INSTRUCTION IN DEPARTMENTS OP THE MICHIGAN COLLEGE.
Persons of suitable age and requirements, who desire to pursue one or others of
the branches of Study more closely related to Agriculture, (such as Chemistry, Botany,
'218 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Animal Physiology, etcetera), may be received for a less time than is requisite for the
full course.
The Educational System of the College is performed with special reference to illus-
trating and applying the Instructions of the Lecture Room. . . .
MEANS OP ILLUSTBATION TO BE USED IN THE MICHIGAN COLLEGE.
1. A Farm of 676 Acres, of which about 300 are under cultivation.
2. Botanical Gardens of Trees, Shrubs and Herbaceous Plants, and a Greenhouse.
3. Vegetable Gardens, a Fruit Garden, Apple Orchard, general Lawn and Grounds.
4. Galloway, Ayrshire, Devon and Short Horn Cattle; Essex, Berkshire, Suffolk and
Chester White Swine; Southdown, Cotswold, Spanish Merino and Black-faced Highland
Sheep.
5. Chemical Laboratory and Apparatus.
6. Philosophical and Mathematical Apparatus.
7. A Museum of Animals and Minerals.
8. The Cooley Herbarium, or collection of Plants.
9. Museum of Vegetable Products.
10. Library and Reading Room.
11. Buildings, Workshops, Tools, etcetera.
THE AGRICULTURAL DEPARTMENT AT WASHINGTON.
In accordance with your instructions, I visited the United States Department of
Agriculture at Washington. . . .
The chief business of the Department is to collect and diffuse useful information in
regard to Agriculture and Horticulture. Correspondence is had with all parts of the
Country, and investigation is kept up of European records of Experimental Science, the
transactions of Agricultural and kindred Societies, and Official Bulletins and Publications.
The matter thus collected is condensed, arranged, tabulated, and the gist of it embodied
in a Monthly Report. ... A yearly Volume of great value is published by the Depart-
ment, which embodies, in a permanent form, the results of the enquiries and investiga-
tions pursued from time to time, and is particularly useful from its furnishing infor-
mation as to the 'best methods of Cultivation, and the newest improvements in the
manipulation and management of matters pertaining to the Farm and Garden. These
Volumes, as thus far issued, are in themselves a most varied, comprehensive and instruc-
tive Library of Agriculture and Horticulture.
The Washington Department has under its supervision a Chemical division, which
is constantly engaged in the examination of Minerals, Ores, Earths, Products from
various Manufactures, special investigations in Technical branches of Industry, and
analysis of Field Products. A recent work undertaken by this division has been the
Chemical Analysis of average samples of the Cereal Crops collected from all parts of
the United States and Territories, with a view of determining their relative richness in
food elements. A thoroughly furnished Laboratory and every appliance of modern
Art and Science enable the Department to pursue investigations and try experiments
which no individual society or Institution could successfully prosecute. A Mineralogical
Cabinet contains a large number of choice specimens.
The Entomological division, under the care of Professor Glover, is in a state of
great efficiency. I know of no Insect Collection comparable with that which has been
brought together by his labours, who united with high competency as an Entomologist
rare skill as an Artist, and can not only set up the actual Insect specimen, but produce
life-like illustrations of it, doing with his own hand the work of both draughtsman
and engraver. The ravages of Insects have of late years entailed immense losses upon
Agriculturists and Horticulturists, and it is impossible to overestimate the importance
of the service rendered by this division of the Department to the interest of the Farm
SUGGESTION AS TO ESTABLISHMENT OF AGRICULTURAL COLLEGE FOR ONTARIO. 219
and Garden. Professor Glover carries on an extensive scientific correspondence with
Entomologists in various parts of the world, and it was with no small pride and
pleasure that I learned from him that his most valued and useful correspondent was
a Canadian amateur, Mr. William Saunders, of London, Ontario. A Museum of Natural
History, native and foreign Vegetable and Flower specimens, and Seeds is an adjunct
of this division.
The distribution of Seeds and Plants is another method by which the Department
seeks to promote the farming interests under its supervision. During the year 1868,
no fewer than 592,398 packages and papers were distributed, including 31,127 sacks
of Winter Wheat, specially imported to furnish the Country with a change of seed.
This extensive distribution was made through the following channels: — Members of
Congress, 223,672 packages; Agricultural and Horticultural Societies, 98,861; Statistical
Correspondents, 86,39.1; individuals on application, 183,474; total, 592,398.
The investigation of diseases among Farm Stock has been by no means the least
important service rendered by the Department to American Agriculture. On the
breaking out of the Texan fever among Cattle, the Commissioner promptly engaged
the services of Professor John Gamgee, of the Albert Veterinary College of London,
England, to investigate its character, causes and means of prevention and cure. The
speedy and effectual check put upon the virulent malady is largely to be attributed
to the energetic and thorough manner in which it was dealt with by the Department.
The Experimental Garden, under the care of Mr. Saunders, although only five acres
in extent, is marvellously comprehensive and varied in its contents. Here new Vege-
tables, Flowers, ornamental Plants, Shrubs and Fruits, are carefully grown and
thoroughly tested, under the eye of one of the most intelligent, skilful and experienced
Horticulturists of the age. Among many other new aspirants to favour in the world
of Horticulture I was pleased to find here specimens of Plants of the new hybrid
Grapes and Raspberries originated by Mr. Charles Arnold, of Paris, Ontario, and to
hear from Mr. Saunders very flattering and hopeful opinions in regard to them.
I would strongly urge the desirableness and importance of establishing a Provincial
Agricultural College, and making it part of a graded System of Public Instruction in
the various branches of knowledge essential to Scientific Farm Management. . . .
GUELPH, June 8th, 1870. WM. F. CLARKE, Commissioner.
THE EEVEREND W. F. CLARKE'S SUGGESTION AS TO ESTABLISHMENT OF AN
AGRICULTURAL COLLEGE FOR ONTARIO.
I avail myself of your permission to reduce to writing the substance of some
representations lately made by me to you, in reference to the projected Ontario Agri-
cultural College. ... I find a remarkable unanimity of opinion among leading
Agriculturists as to the importance of special training for the business of Farming,
and no less that it is the duty of the State to provide such training. There is also a
very decided preponderance of opinion that such training must be provided for by
the establishment of Agricultural Colleges, distinct from Colleges and Universities of
a general Literary and Scientific character. I do not know of an instance in which a
Chair of Agriculture connected with a general Institution of learning has been suc-
cessful in drawing around it any large body of Students, or exerting any appreciable
influence upon the Agricultural interest of a community or Country. As with the
Professorship of Agriculture in our own Provincial University, although filled by one
of the ablest Agriculturists of the age, the one word "failure" gives the history of all
such arrangements. Agriculture is overshadowed by other Studies. ... To teach
Agriculture effectively there must ibe a separate College for the purpose, with a Model
or Experimental Farm attached, where the Students can be taught the practice as well
as the principles of Agriculture. . . . This is just as needful in a process of Agri-
cultural training as it is that Medical Students should have Hospital practice, or that
220 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Students of Law and Divinity should have exercise in Elocution and Public Speaking.
I would, therefore, very strongly urge " that choice be made of some Country Town
of sufficient size to furnish Society, Market and Business facilities; that the place
chosen be the centre of some such wealthy Agricultural region; and that there, where
it can exert an influence peculiarly its own, mould the surrounding public sentiment
to respect for the dignity of Labour, and be strong in (the esteem of an advanced Agri-
cultural population, it pursue that beneficent and useful career which, I feel sure, were
it established wisely and well, under such circumstances, would be predestinated for it."
I come next to the question of Site. I would strongly urge these four requisites to a
suitable choice. Firstly, a plot of Land comprising all varieties of Sodl, so that useful
experiments might be conducted for the general good. Secondly, a high and, if possible,
undulating stretch of ground, affording opportunity for laying out the Estate tastefully,
and giving a commanding position for the College Buildings. Thirdly, an unfailing;
supply of running water. Last, but not least, a healthful neighbourhood. . . .
To secure the greatest efficiency of the Institution, its Presiding Officer should
visit similar Colleges to inspect Apparatus, that he may make choice of the best; to
investigate Courses of Study and Modes of Teaching, that the most approved may be
adopted; to enquire into conditions of success and causes of failure; and in general
to qualify himself as thoroughly as possible for his post of duty. The President should
take active steps to awaken interest in the College among those from whose families
the Students are to come. ... It is desirable that all parts of the Province should
be made to feel that the College is theirs, and that representative young men should
be got from every Section, who, on completing their Studies, wiill go forth as mission-
aries of Scientific Agriculture to their several neighbourhoods. I can think of no
better plan whereby this needful preparatory work is to be done than by the holding
of Agricultural Conventions, like the County Educational Conventions held by the
Chief Superintendent of Education in the interest of our Common School System. Each
County, either by Statute enjoining it, or by representations memorializing it, should
establish one, or more, Scholarships in the projected College, to be competed for by
the young men of the County, who, being Senior Pupils in the Common Schools, and
having studied the First Lessons in Agriculture now taught in them, would emulate
each other in the endeavour to obtain such useful Prizes. Thus a select class of
Students would be secured, a portion of the expense of maintenance provided by the
Municipalities, and a widespread interest awakened and kept up in the subject of Agri-
cultural Education. Besides attending and addressing such County Meetings, the
President should make large use of the Press in expounding the objects of the College,
and commending it to the support of the Country.
GUELPH, February, 1872. WM. F. CLABKE.
THE REVEREND W. F. CLARKE'S REPORT ON FARMS AT GUELPH.
1 beg to report that, in accordance with your desire, I have instituted very thorough
inquiry as to property contiguous to the Town of Guelph, suitable for the Site of an
Agricultural College, and have succeeded in obtaining a binding offer, good for twenty
days, of about 400 Acres in one block, at $24,000, or $60 per Acre.
This piece of Land adjoins the North Ward of the Town — indeed, some 30 Acres of
it are within the corporation limits; it is close to two of our most important macadam-
ized Roads, and fulfils all the requisites for an Experimental, or Model, Farm; being
composed of choice and varied Soil, in an excellent state of cultivation. It is very
beautiful for situation, having an undulating surface, and comprising a most command-
ing Site for Public Buildings; it is well watered, being bounded on the west by the
north branch of the River Speed; and it is undeniably one of the healthiest spots in
the world. There are two substantial Farmsteads on the property; one consisting of a
beautiful Stone Residence, with ample Barns; the other not so valuable, but still com-
THE AGRICULTURAL COLLEGE AT GUELPH. 221
modious enough for a Farmer's Family. The place is well fenced, a large portion of
the outer Fence being of Cedar posts and boards. About 50 Acres are partially wooded,
say about half as thickly as in a state of nature. Possession of the Estate can be
had at once, except a portion which is rented as a Race Course, and the lease of which,
at $200 per annum, has about a year to run.
I am confident that every Person competent to form an unbiased judgment will
pronounce the property every way fit for the Site of an Agricultural College, and I am
also quite certain that among the many desirable properties adjacent to the Town of
Guelph, the one of which I submit an offer has no superior, if indeed it has an equal. . . .
GUELPH, 13th February, 1872. WM. F. CLABKE.
AN AGRICULTURAL COLLEGE FOR ONTARIO.
NOTE. — The Farm at Guelph having been purchased by the Government, the
President of the Agricultural Association referred to it as follows: —
It is proper to direct your attention specially to the proposed Agricultural College
and Model Farm. During the present year the Ontario Government have purchased
the farm of Mr. Stone, near Guelph, for the purpose. It is one of the best Farms in
the Province, and in every respect admirably fitted for the Institution. It is pleasing
to be assured that it will be soon opened for the reception of Students. In Ontario
we need an Institution in which teaching the Science and Practice of Agriculture is
the leading feature. We have tried the same experiment which has been so often tried
elsewhere, with invariably the same result, that is, we have tried to unite an Agri-
cultural School with a literary Institution, (The Toronto University) , on the theory
that an Agricultural Student should combine a Literary Course with an Agricultural
one; the result has been failure. The literary has overshadowed and extinguished the
other. The general has overpowered the special. Notwithstanding the teaching of
an able Professor in our own University College this has been the result. The same
thing is the case at Cornell University. A large Endowment was given to New York
for an Agricultural College, and that was ceded to Cornell, and an Agricultural Faculty
was established, but as part of a great Literary Institution, and the result has been
that in a University Roll of several hundreds the Students in a given time number
less than twenty. We propose that our Farmers' Sons shall receive that kind of training
which has a special reference to the profession of Agriculture; in other words, that as
in the case of other professions, they shall be trained for their own profession, taught
Scientific and Practical Agriculture, and that they shall also be taught to feel that
the profession of Agriculture is a noble pursuit, a pursuit first in importance to the
world, and largely free from temptations to vice, and very favourable to the practice
of virtue. The Ontario Government have secured the valuable services, as Principal,
of Professor McCandlers, formerly of Glasnevin, Ireland, and lately of Cornell Univer-
sity. Under Ms auspices we hope to have a prosperous career for our Ontario Agri-
cultural College and Model Farm. To the Farmers of Ontario this Institution belongs,
and they ought to give it their confidence and extensive patronage.
The Government and Parliament are supplying these valuable privileges, — see to
it that your Sons take advantage of them.
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
REPORT OF AN INQUIRY IN REGARD TO THE INSTRUCTION AND
CARE FOR THE DEAF AND DUMB AND THE BLIND, 1868.
(Condensed.)
BY THE REVEREND DOCTOR RYERSON, CHIEF SUPERINTENDENT OF EDUCATION FOR
ONTARIO.
To His Excellency Major-General Stistea, C.B., Lieutenant-Governor o/ the Province
of Ontario.
MAY IT PLEASE YOUB EXCELLENCY, —
In the Letter of the Secretary of the late Province of Canada, dated Ottawa, 19th
of October, 1866, which informed me that it was the pleasure of the Governor-General
in Council that I should make an Educational Tour in Foreign Countries, the following
instructions were given:
" I have further to request that you will carry out, as far as practicable, the sug-
gestions contained in the Memorandum, as to collecting information, etcetera, during
your Tour, respecting Schools for the Deaf and Dumb, and Blind."
HEADS OF REPORT RESPECTING THE DEAF AND DUMB.
In reporting the result of my inquiries, I desire to offer some suggestions for the
consideration of the Legislature and public relative to the establishment of Institutions
for the Deaf and Dumb and the Blind. In former years I had visited and learned the
peculiarities of several of these Institutions in Germany; during my late Tour I visited
similar Institutions in five of the neighbouring States, in England and in France. . . .
What I have to report on this subject will be presented under the following heads:
1. The class of Persons for whom these Educational Institutions are required.
2. The nature and difficulty of their education.
3. A sketch of the origin and progress of Institutions for their education.
4. The principal Institutions in Europe and in the United States for the education
of Deaf Mutes, together with their methods of instruction.
5. The public provision made for the establishment and support of such Institutions.
6. Suggestions for their establishment In Ontario.
I. CONDITION AND NUMBERS OF THE DEAF MUTES.
I am first to note the class of persons for whom these Educational Institutions
are required. They are those who are possessed of all the intellectual and moral facul-
ties of man; all human susceptibilities and capabilities of pleasure and pain; all the
wants of our race; but are deprived, by hereditary, or personal, disease, or accident,
without any fault of their own, of one of the five senses of man, — the sense of hearing,
— the source of so much pleasure, knowledge, and power; and are, consequently,
deprived of the use of the organ of speech, — the companion of the sense of hearing, —
and of all enjoyment and endless advantages arising from spoken languages. They
are, therefore, called Deaf Mutes, or Deaf and Dumb, — dumb as to articulate language,
but not dumb as to any of the intellectual powers, social and moral sensibilities of our
nature. They see, but they hear not. They behold the works of God and man, but
are without the power of language to learn, or magnify either; they feel all the wants
and sorrows of humanity, and are susceptible of its pleasures, but are destitute of
speeech to express their wants and sorrows, or to receive and impart those pleasures.
Their silence appeals to the heart of sympathy more powerfully than any words of the
Orator. . . .
INQUIRY IN REGARD TO SCHOOLS FOR THE DEAF AND DUMB. 223
2. NATUEE AND DIFFICULTY OF THE EDUCATION OF DEAF MUTES.
The education of Deaf Mutes presents formidable difficulties, and requires great
skill and labour. They are not only to be taught the subjects of ordinary School
Education, but the very language in which those subjects are taugiht; and, in teaching
that language, there is no organ of hearing, as an instrument of instruction and
knowledge. To the Deaf Mute tine world is a world of solitary silence — no harmony of
music, no sounds of the elements, no voice of words. He cannot tell his wants and
wishes; he has no mother tongue; he ihas never heard the sound of even the Mother's
voice, and is unconscious of his own. He can form no idea of sound, any more than can
a blind man of colors. His eye is his only ear, and gesture his only language. But
what gestures can express the truths of Science, the doctrines of Revelation, the moral
duties and social relations of life? The solution of this problem appears to me one of
the most difficult and noblest achievements of human genius and philanthropy. Yet
it has been solved; and thousands of this speechless, isolated, unfortunate class, — yet,
with unaimed intellects and hearts, — have been restored to society, — have been made
useful members of it, — have learned Trades, and acquired the knowledge of ordinary
life; and many of them have made marvellous attainments, not only in the subjects
of Common School Education, but in the physical and moral Sciences, in the higher
Mathematics, and in Ancient and Modern Languages. Without tlhe instrument, or
power of spoken language, they have learned the meaning of its words, its structure,
and its use, by writing with a facility, and, in some instances, with an elegance and
power truly wonderful. The knowledge acquired by many of them in Natural History,
(especially Botany), the elements of Chemistry and Natural Philosophy, Mental, Moral
and Political Science, is equal to that of ordinary Students in the higher schools of
learning. Thus the intellectual and moral, as well as physical, world is opened to
the minds of these children of silence, whose only media of communication are the
bodily eye and bodily gestures.
In educating a Deaf Mute, the first step is to teach him the language in which he
is to learn, — a matter of the greatest difficulty in the absence of all vocal sounds. . . .
The Principal of the Ohio Institution for the Deaf and Dumb remarks:
" Some persons do not realize that, when a Child has been here three, or four, years,
he is where an ordinary child is when he begins to go to School; and they expect him
to accomplish in the remaining two, or three, years what we allow speaking children,
with all their faculties, from eight to ten years to secure. It is fair to suppose that
an ordinary hearing child, twelve years of age, learning the Latin, or Greek, Language,
has far less difficulty to encounter than the Deaf-mute has in mastering our written
language. . . .
The distinguished Principal of the New York Institution for the Instruction of
the Deaf and Dumb, states the question of difficulty and labour in the following words
of his report for 1862: —
" The great object of our labours is, of course, to restore our Pupils to the society
of their fellow-men, by enabling them to read and write understandingly the language
of their Country, and to impart to them the consolations of Religion. Our Pupils
come to us, for the most part, entirely destitute of words; and their first lessons
in language are necessarily confined to its simplest elements, and to the expression
of the most familiar ideas. For the first three, or four, years we use Text-books
specially adapted to the use of the Deaf and Dumb. As the pupil advances, and
becomes capable both of grasiping more elevated ideas and of using more complex
forms of language, we put into his hand simple Text-books of History, of Geography,
of Natural History, of Natural Philosophy. . . . After mastering so much of language,
as is necessary to read children's books, and to express his own ideas with tolerable
correctness, we insure a greater interest in his lessons, give him fuller means of
Intellectual enjoyment, and restore him more completely to the intercourse of society,
by giving him a complete, though necessarily abridged, course of each of those Sciences
224 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
that describe the earth, its productions and inhabitants, relate the history of his own
and other nations, and elucidate the most important laws of nature, not forgetting to
give due prominence of the laws of Morality, the history of the Bible, and the precepts
of Religion."
Such, then, is the difficulty of educating the Deaf and Dumb, and such the design
and scope of their education.
3. ORIGIN AND PROGRESS OF INSTITUTIONS FOR THE EDUCATION OF DEAF MUTES.
The earliest mention in 'history of efforts to teach the Deaf and Dumb is made by
the Venerable Bede (in his Ecclesiastical History of England), who states that John
of Beverly, Archbishop of York, endeavoured, about 650, to teach a poor Deaf Mute,
whom he had received, to use articulate language. It appears that this charitable
Prelate employed some of the very means of instruction which are now used in
Schools for the Deaf and Dumb. After the lapse of nearly a thousand years, mention
is made of Pierre de Poince, of Spain, a Benedictine Monk, who died in 1854, having
attempted to teach a Deaf Mute to write and speak; and Paul Bonnet, Secretary of
the Constable of Castile, in a Volume, dated 1620, explains the method which he had
pursued in teaching the Constable's Brother, a Deaf Mute, to write and speak. In
1669, the Parliament of Toulouse made valid the written will of a born Deaf Mute,
who had learned to express himself by writing. Jacob Rodigue Pereira, a Jew, came
from his native Country of Estremadura in 1734, and established himself at Bordeaux
as Teacher of the Deaf and Dumb, combining the employment of mimic signs, manual
Alphabet, and Speech in his instructions. In 1746, the Royal Academy of Caen requested
him to give an account of his methods of instruction, and honoured him with the
expression of its approbation.
The Abbe de I'Eppe, Braidwood, Watson, and Gallaudet.
But the recognized Father and Founder of Deaf Mute instruction in France, and
of the Paris Institution, is the Venerable Abbe de 1'Epee, who seems to have had his
attention directed to the subject, and his feeilngs enlisted in it, in 1760, by meeting
with two Deaf Mute Sisters, who had been deprived of Religious instruction by the
death of a Priest, Father Vauin, who had undertaken to initiate them into the dogmas
of Christianity by the aid of Engravings. The first public exhibition of his Pupils was
made .by Abbe de I'Eppe in 1771. The institution founded at Paris by the Abbe de I'Eppe
was erected into a National establishment in 1791. M. Valsse, the present Director
of the Establishment, remarks that:
"It is only in this Century, and even in late years, that the subject has obtained
all the interests which it wants. The affecting fact which statistics have revealed, of
the existence of more than 20,000 of our fellow citizens affected by deafness, finds, at
this day, its consolation in the foundation, more or less recent, of nearly 50 Institu-
tions consecrated, in France, to the intellectual restoration of those innocent victims
of this natural defect.
" After Paris, Bordeaux and Chambery, which possess Establishments, established
directly by the State, we see Nancy, Lyons, Toulouse, Poictiers, Cean, Rouen, and forty
other Towns of our Departments, which can, very justly, rank their Schools of Deaf-
mutes among the most important of their Establishments of public utility."
In other Countries on the Continent of Europe there have long .been Schools for
the Deaf and Dumb, — in some instances for more than a Century. There are three in
Holland, twenty-five in Prussia, ten in Austria, ten in Bavaria, one, or more, in each
of the minor States of Germany, and twelve in Switzerland, — all more, or less, supported
by the State.
In Great Britain the first formal attempt to instruct the Deaf and Dumb seems to
have been made by Mr. Thomas Braidwood, Senior, who, in 1760, established a School
DOCTOK EYEBSON'S EEPORT ON THE EDUCATION OF DEAF AND DUMB. 225
in Edinburgh for the education of Deaf Mutes. He was earnest, zealous and persevering
in his noble work, an accomplished Teacher, and attracted to his undertaking the
attention of benevolent and scientific men. In 1783, he removed his School to Hackney,
near London, and continued it until his death, In 1806. He is justly considered the
father of British Instructors of the Deaf and Dumb. . . .
There are now 23 Institutions for the education of the Deaf and Dumb in Great
Britain and Ireland.
Turning to the United States, the Asylum at Hartford, Connecticut, has the proud
distinction of being the Parent Institution for the Deaf and Dumb in America. This
Institution .completed its fiftieth year the 15th of April, 1867. The Report for 1867
reviews the progress and work of the Institution during the last Half century.
"The noble men, (says the Report), who took an active part in its establishment, —
who contributed so liberally to its Funds, and, by their energy and counsels, set it
forth so successfully on its course of usefulness, have nearly all passed away. Yet the
School they founded with so much forethought, and watched over with so much care,
still continues to dispense its blessings, and has never pursued its beneficent work more
efficiently and successfully than it is doing at the present time."
The 22 institutions for the Deaf and Dumb in the United States are the offspring
of that at Hartford, established in 1817. The establishment of that Institution is
traced to the illness of a lovely child in a well-known family of the name of Oaggswell,
in the City of Harford. The report says:
"Had the malady, (spotted fever) of little Alice Caggswell been less severe, — had
it yielded more promptly to the remedies which skill and the most assiduous care could
suggest — the sad condition of the unfortunate Deaf-Mutes of the Country, without
knowledge, or instruction, might for a still longer period have failed to awaken the active
efforts of the benevolent. When, however, after the elasticity of health had returned,
it became evident that the Ear of the beautiful child was closed to the voice of affection
and all the sweet sounds of the outward world, a fountain of sympathy was stirred
that, in its abundant flow, went forth to the aid of thousands whose mute and silent
affliction had hitherto appealed in vain for relief."
In 1812, a Committee appointed by the General Association of Connecticut to inves-
tigate the subject, reported that there were 84 Deaf Mutes in that State, and upwards
of 400 in New England, and 2,000 in the United States, where there are now 13,000.
The public mind was thus prepared for some action on the subject.
" On the first of May, 1815," says the Report, " a company of seven gentlemen met
in Hartford to take the subject into consideration. After consultation, they decided
to send abroad a competent Person to acquire the Art of Instruction, and establish a
School for 'the education of Deaf Mutes in this Country, and the Reverend Thomas H.
Gallaudet was fixed upon as the proper person to undertake the responsible Mission.
A more fortunate choice could not have been made. . . . With attractive social
qualities, polished address, and devoted piety, he entered with characteristic ardour
upon the new enterprise."
Mr. Gallaudet visited the Institutions of the Deaf and Dumb in London, Edin-
burgh and Paris. It is singular that the art of teaching the Deaf and Dumb in Great
Britain was then regarded as a secret, for the profit of its possessors. Doctor Watson,
of the London Institution, was willing to furnish an Assistant to go to America, and
inaugurate the system *there, but would not consent to communicate his mysterious
art to a stranger for that purpose, unless he would enter and remain in the Institution
for three years. . . . Mr. Gallaudet declined, and went to Edinburgh, where Mr.
Kinniburgh, the Head of the Edinburgh School for the Deaf and Dumb, received him
very cordially, " but could render him no assistance, having placed himself under bonds
of a Thousand pounds not to communicate his art to any person for seven years, and
of these three still remained."
Under these circumstances, Mr. Gallaudet, in 1816, accepted the cordial invitation
of the celebrated Sicord, (who was exhibiting at his Levees to the Nobility and Gentry
15
226 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
of London the results of the language of signs, instead of words, in teaching the Deaf
and Dumb), to accompany him to Paris, in order to obtain the requisite qualifications
for his contemplated work in America. This was "most providential and fortunate,
as it led to the immediate adoption of signs — the medium now used in all the Insti-
tutions for the Deaf and Dumb in America, and most of those in Europe." Although
instruction by articulation was the only mode of educating Deaf Mutes practised in
England at that time, yet after a while it was found, after faithful trials in the English
Schools, to be so unsatisfactory that it was abandoned, substituting in its place instruc-
tion by signs.
Mr. Gallaudet in Paris applied himsielf so assiduously to the object of his Mission,
under the instruction of M. Sicord, that, in the following August, lie left for America,
bringing with him Mr. Laurent Clerc, one of the most distinguished Pupils of M.
Sicord, and who had been employed ten years as a Teacher in the Royal Institution
for the Deaf and Dumb in Paris. They employed the first eight months in the United
States in visiting various parts of the Country, and exciting an interest in their work
and in raising Funds to promote it. About $12,000 were obtained before opening the
School, which took place in April, 1817. The Report says: —
" The number of Pupils at the opening of the School was seven, which was increased
before the close of the year to forty-one. . . . The impression was at first quite
general that one Institution would thus suffice for the wants of the whole Country.
The mistake, however, was soon apparent, and, in 1818, the New York Institution was
commenced. 'The Pennsylvania School followed in 1820, and that of Kentucky in 1823."
' 4. DESCRIPTION AND METHODS OF THE PRINCIPAL INSTITUTIONS FOR DEAF MUTES.
After this brief sketch, I proceed to notice some of the principal Institutions in
Europe and the United States for the education of Deaf Mutes, together with their
methods and subjects of Instruction.
Deaf Mute Institutions in England.
In England these Schools are, for the most part, private, and are for the education
of Deaf Mute children of the wealthy classes. The Institution best known is that at
London, called " The Asylum for the Support and Education of Indigent Deaf and Dumb
Children," and was established in 1792. . . . The ordinary branches of education
are Reading, Writing, Arithmetic, British History and Geography; and the Pupils, who
discover a taste for it, are taught Drawing.
The female pupils are taught, in addition, plain Needlework, Knitting, marking, and
the common branches of Household work. They make and mend their own clothes,
and also the Linen Clothes of the Boys. Those Pupils whose Parents, or Guard-
ians, are unable, on account of their poverty, to apprentice their children to some use-
ful Trade, are assisted to pay the Apprentice fee, varying in amount according to the
circumstances of the case. . . .
This is said to be the only School in England for Deaf Mutes, in which the pupils
are taught articulate language, instead of the language of signs; but the latter has
to be employed to teach the former. The Report says: —
" They are first taught the powers and sounds of the Letters of the Alphabet, so as
to enable them to articulate Syllables and words. All the children are taught to speak
artificially, and are thus enabled, in many instances, to be understood by those who are
in constant intercourse with them. By this means every Pupil of ordinary capacity
is made to comprehend what is immediately addressed to him by carefully observing
the motion of the lips of the speaker. ...
In the London Asylum, special attention is given to the Religious Instruction of
Pupils. They are each provided with a Bible and Book of Common Prayer, as soon as
they learn to read at all, and take a part in Divine Worship. They have daily Instruc-
REPORT ON THE EDUCATION OF DEAF MUTES IN EUROPE. 227
tion in the Holy Scriptures; they are taught the Church Catechism. . . . Every pupil,
on leaving School, is presented with a Bible and Book of Common Prayer.
The Continent of Europe.
There are several points of difference in Schools for the Deaf and Dumb, as well
aa the Blind, on (the Continent of Europe and in England.
In Holland and Germany, as in the London Asylum, teaching the Deaf Mutes'
articulate language still constitutes a characteristic feature of their education. But,
there, teaching the language of signs, teaching to talk and read on the Fingers, as
well as on the Lips, is a necessary part of instruction, and that which the Pupils
invariably practice among themselves.
The Imperial Institution for Deaf Mutes in Paris.
The Institution for Deaf Mutes at Paris was founded, in 1760, by the celebrated
Abbe de 1'Epee, and was erected into a National Establishment by the law of July,
1791, for both sexes; but, by an Imperial Decree of September, 1859, it is confined to
the education of Boys.
The Course of Instruction is seven years, and is divided into two periods. The
first period comprehends four years, and is devoted to elementary intellectual instruc-
tion. The second period, of three years, is devoted, to those who are destined to live
by Manual labour, to Industrial instruction, in learning a Trade.
Religious Instruction forms a constant and essential part of their education from
the beginning to the end, according to the wishes of non-Catholic parents or guardians
of pupils.
The intellectual elementary instruction includes Reading, Writing, the elements
of the French Language, Sacred History, elements of Geography, Arithmetic, Linear
Drawing. The Apprentices are taught the elements of the History of France, Com-
mercial Arithmetic, practical Geometry, and, in connection with certain Trades, orna-
mental and coloured Drawing.
The industrial trades taught are Lithography, Book-binding, Sculpture in wood,
Turning, Joinery, Shoemaking, and Gardening.
The superior instruction embraces Grammar, introduction to Literature, ancient
and modern History, general Geography, higher Arithmetic, elements of Geometry, of
Algebra, of Natural History, of Natural Philosophy and Chemistry, and of Common
Law and Artistic Drawing. The Languages are taught to those whose Parents and
Guardians wish to qualify them to take a Bachelor's Degree.
The Ministerial Prospectus says, " that in order to facilitate as much as possible
the relations of the Pupils with society they are all taught to read language on the lips
(that is articulate language) as far as the aptitude of each individual for the mechanism
of articulation permits." I was told by the Director that scarcely more than one in a
hundred, except those who had lost their hearing after they had learned to speak, could
acquire articulate language to any extent. Of course many could learn, as Deaf Mutes
do in ordinary life learn, to read many things on the lips uttered by their Teachers
and those with whom they were in dally intercourse.
There is a Library in the Institution, Collections of Engravings, Natural Philosophy
and Chemical Apparatus, a Gymnasium under the direction of special Masters, Baths,
Playgrounds, etcetera, as well as Workshops. . . .
The New York Institution for the Instruction of the Deaf and Dumb.
This Institution was founded by private benevolence in 1818, — the year after that
at Hartford, — and was adopted by the State. At the end of 1865 it contained 406 pupils,
(several from Canada).
" If," says the Report, " we could only trace the history of all these Individuals, and
learn, by following them to their friends and to the community at large, how their
228 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
lives had been influenced, their happiness increased, their usefulness and fitness for
the duties of their respective spheres improved, or rather altogether developed by, their
training within our walls, then we present a view of the Institution far more interest-
ing than any mere statistics can afford."
As the New York Institution may be regarded, in several respects, as a Model
Institution, I will give a somewhat minute account of it.
It was first established in the City of New York, and continued its operations there
until a few years since, when a most beautiful Site of 37 acres was obtained, and
extensive Buildings erected by the State on the east bank of the Hudson River, a few
miles from the City.
The Course of Instruction, although formerly occupying five years, now extends
over a period of seven years, and in some special cases of rare talent, and with a view
to prepare Deaf Mutes as Teachers, is protracted to eight years. The Course of Studies
was at first purely elementary; but it was gradually developed and enlarged, so as to
embrace all the subjects of a high English education, including the Elements of Natural
Philosophy and Chemistry.
In regard to the importance of teaching Trades, in connection with other Educational
Studies, the Report states that
" The best time for acquiring a good education, (which, dn the case of the Deaf
and Dumb, is so much more of an acquisition than with those who can hear, that it
was for many Centuries judged an impossibility), is also the best time for learning a
Trade. While the practice, for a portion of each day, of some mechanical employment
is certainly not a hindrance to the Pupil's intellectual progress, it tends to the formation
of industrious habits, and gives skill in the use of Tools, which will be of high value
in after life, even if the Pupil does not continue to work at the same trade he learns
with us. . . ."
In the Autumn of 1866 I visited this Institution. One could hardly conceive a more
magnificent Site for such an Institution, nor arrangements on so extensive a scale
more complete.
In closing this brief notice of the New York institution I would refer to the late
Venerable Principal, the Reverend Harvey P. Peet, LL.D., from whom I received great
personal kindness, and a series of valuable Documents and copies of the Text Books
used in the Institution, — prepared by the Principal himself. Doctor Peet, at the age
of 72 years, tendered his resignation of the Principalship of the Institution, after having
discharged its duties with the greatest devotion and ability during thirty-seven years.
His labours and writings in the cause of Deaf Mute instruction have made his name
known on both sides of the Atlantic.
The Ohio Institution was established at Columbus, Ohio, the Capital of the State,
upwards of forty years ago. New and extensive Buildings have been erected at a cost
to the State of $500,000. The buildings are most extensive and complete in the minutest
details. The Course of Instruction has heretofore been limited to five years; it is
now extended to seven years. The methods and subjects of Instruction are similar to
those adopted in the New York Institution.
The Institution is open to such Deaf Mute residents of the State as the Trustees
and Superintendents shall judge, from reliable information aand examination, to be
suitable Persons to receive instruction according to the method therein employed. . . .
Pupils admitted into the Institution may, in the discretion of the Board of Trustees
and Superintendent, be permitted to remain such a portion of seven years as their
progress shall seem to justify. In addition to the time heretofore specified, three
years may be allowed to such Pupils as give satisfactory evidence of marked ability,
and justify the expectation that they may become useful Teachers, or occupy other
responsible positions in life.
The Trustees are authorized and required to enlarge the Mechanical departments
of the Institution from time to time, by the introduction of such Trades as by experience
shall be found to be adapted to the wants of the Deaf and Dumb. . . .
REPORT ON THE EDUCATION OF DEAF MUTES IN THE UNITED STATES. 229
The Illinois State Institution for the Education of the Deaf and Dumb, established
at Jacksonville, stands, in every respect, upon the same footing, and is supported by
the State in the same way, as that of Ohio at Columbus. The Site and Buildings are
very beautiful, and the Premises include nearly sixty acres. The proceeds of the
Garden and Shops are considerable contributions towards the support of the Insti-
tution. A small Farm will now be added to the other facilities and instruments of
education in this Institution. The Principal (Mr. Philip G. Gillot) told me that he
thought Agriculture, upon the whole, the most suitable employment for Deaf Mutes.
The Trades taught are Cabinet-making, Shoemaking, Tailoring and Gardening.
The internal arrangements of the Buildings and Shops are very complete, and they
are kept beautifully clean. The Black-boards on the Walls of the Class Room are
large slates, brought from Wales. The examinations of several Classes excited my
surprise and admiration. I dined with the Teachers and Pupils, and addressed them, —
the Principal interpreting in the sign language as rapidly as I spoke. I never addressed
a School the Pupils of which seemed more thoroughly to understand and more deeply
interested in what I said. In the Evening I held a lengthened conversation, in
Writing, on Slates, with a Deaf Mute female Graduate, now a Teacher tin the Institu-
tion, on travelling in Europe, and found her a person of remarkable intelligence and
acuteness in both asking and answering questions.
The number of Pupils in this Institution is about 250; the State appropriation for
its support is about $50,000 per annum. The following are among the terms of admis-
sion:—
" III. Pupils from Illinois are admitted to all privileges of the Institution free of
charge; being provided by the State with Board, Washing, Fuel, Lights, Tuition, Books,
and everything necessary, except Clothing and Travelling expenses.
" IV. Pupils from other States are admitted to all the above privileges on payment
of $100 per annum."
This Institution is upon a broad and liberal basis. It has facilities equal to any
other for effecting the highest moral and intellectual culture of its Beneficiaries. The
appliances for this have never been surpassed by any similar Institution of no greater
age. Every citizen of Illinois who has visited it regards it as an honour to the great
Prairie State. Thpre could be no more fitting exponent of the Christian philanthropy
of the people than is found in this and the Institutions of a kindred nature located
around that beautiful young City, for in Jacksonville there is not only this Institution
for the education of Deaf Mutes, but there are also a State Institution for the Education
of the Blind, an extensive Asylum for the Insane, a College, and several' large Seminaries.
The National Deaf Mute College at Washington.
The National Deaf Mute College at Washington is, as far as I know, the only
College proper of the kind in the world. . . .
The Columbia Institution for the instruction of the Deaf and Dumb, situated in
Washington, D.C., was incorporated in the year 1857, and has since that time been
sustained by Congress as the Institution where Deaf Mute children of the District
of Columbia, and of the Army and Navy, should receive free education. But the Act
of Incorporation gives the Directors full discretion as to the length of the Course of
Study to be pursued in the Instruction, and permission to receive Students from any
of the States, on terms to be agreed upon by the proper Authorities.
The Manager of the Institution decided to organize a Collegiate department, and
Congress was, therefore, applied to for an Act, authorizing the Institution to confer
Collegiate Degrees. Such an Act was passed in April, 1864, and the Directors extended
the range of Study so as to embrace a College Course, and divided the Institution into
two departments, giving to the advanced department the name of the National Deaf
Mute College.
230 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The abject of the Directors in establishing a School of this grade, unprecedented
in the history of Deaf Mute instruction, was, in part, to prove that Persons deprived
of the senses of hearing and speech could, in spite of thedr disability, engage success-
fully in advanced Studies pursued in Colleges for those gifted with hearing. The most
important end in view, however, was to afford to a class of Persons, already numerous,
an opportunity to secure the advantages of a rigid and thorough course of intellectual
training in the higher walks of Literature and the Liberal Arts. The experience of
nearly two years in the progress of the College has fully satisfied those familiar with
its working that their assumption as to the ability of Deaf Mutes to master the Arts
and Sciences was well founded. . . .
High Qualifications required of Deaf Mutes.
On this subject the Report of the Institution uses the following impressive language,
the result of long and practical experience in the teaching of Deaf Mutes:
" In reply ,to the possible question, whether a high degree of intellectual culture
is an essential qualification of an Instructor of the Deaf and Dumb, it may be stated,
as the result of an experience of fifty years in this Country, that, while in what may
be termed infant classes, Teachers of especial natural fitness may be satisfactorily
employed who have not received the benefits of a liberal education, in a majority of
the Classes, intellectual Culture can only be obtained by Instructors, who have secured
the acquisition and mental discipline afforded in a Collegiate course of training. . . .
" No error can be greater and more hurtful than the supposition that it is an easy
task to impart the elements of knowledge to the Deaf and Dumb, or that their Teachers
need no other qualifications than an acquaintance with the sign language, added to
those that might suflice for a Teacher in a Primary School for the hearing and speaking.
" The difficulties encountered in opening the dark and bewildered mind of the
Deaf Mute to the intricacies of Written Language cannot be adequately described in
words — and all who fairly consider the subject, having ,had an insight into the methods
necessarily employed will, it is believed, be ready to admit that the successful instruc-
tion of the Deaf and Dumb takes rank, as an intellectual achievement, with the highest
efforts of the human mind.
Advantages of Collegiate Education to Deaf Mutes, as well as to Others.
" The qualifications for teaching are by no means the only practical advantage to
be secured to the Deaf and Dumb, as to the result of the liberal education of a portion
of their number.
" To the Graduates of the College are opened many fields of effort hitherto unattain-
able to the Deaf Mutes as a class.
" The disability of deafness interposes no obstacle to success in literary or scientific
pursuits.
"Minds are found in the large number of the Deaf and Dumb, brought under
instruction in the Country, capable of the highest development, and thirsting for it,
being conscious of their own need.
" Provision is to be made for these, so that whatever may be their future position
In life, (whether in the Learned Professions, or in Mechanics, Arts, or Agriculture,)
they may become better men, better citizens, — exerting everywhere the influence of
educated and well balanced characters. . . ."
The course of Study in this Institution deserves special notice. The course of
Study corresponds in general to what is" known as the Academical Course in the best
American Colleges; such modifications, however, have been made as deemed advisable
and necessary to adapt it to the peculiar wants of the Deaf and Dumb.
A thorough Course of Instruction in the Natural Sciences and Mathematics is
given; History, Metaphysics and Political Science also receive a full share of attention.
Art studies are also pursued, but these latter are at the option of the Student. The
REPORT ON INSTITUTIONS FOR THE BLIND. 231
aim of every College should be to give its Students a thorough Course, and carry it
as far as the time of the Student's residence will allow. Such a proportion between
the branches of Literature and Science should be maintained as to form a proper
symmetry and balance of character.
In laying the foundation of a liberal education it is necessary that all the impor-
tant faculties be brought into exercise. When certain mental endowments receive
a much higher culture than others, there is a distortion in the intellectual
character. The powers of the mind are not developed in their fairest pro-
portions by studying Languages alone, or Mathematics alone, or Metaphysics
alone, or Natural or Political Science alone, but by a judicious combination of
these various exercises, resulting in a vigorous maturity of the mind in all its parta,
and fitting it to engage, with success, in that field of intellectual labour indicated by
its natural endowments and tastes.
5. PROVISION FOB THE SUPPOBT OF INSTITUTIONS FOB THE INSTBUCTION OF THE DEAF AND
DUMB IN THE UNITED STATES.
There is no legislative provision for the instruction of the Deaf and Dumb in
Great Britain and Ireland. . . .
The Receipts and Expenditures of these Institutions in France and other Countries,
(except the three in Holland), are not given in any Reports which I have obtained.
Of the three institutions of the Deaf and Dumb in Holland, that at Rotterdam IB
supported entirely by voluntary contributions. It was established in 1853, in order
to introduce the German mode of instruction by articulate language into the Nether-
lands. No Trades are taught to the Boys. The Girls are taught Sewing. The Insti-
tution at St. Michielsgestil was established in 1828. It is under ithe direction of Roman
Catholic Bishops, and is taught by the Brethren and Sisters of Mercy. It contains
about 100 pupils. The Province grants 1,000 florins, ($400), and from the Treasury of
the Kingdom 2,000 florins ($800) per annum are granted. The Institution at Gron-
ingen was established in 1790 by a Pastor of the Walloon Church, named Henry David
Guyot, who had made the acquaintance of the' Abbe de 1'Epee at Paris. In contains
150 pupils, received at from 9 to 14 years of age, and taught from eight to nine years,
by eleven Instructors. The Institution is supported by an Association of Contributors,
and by an Annual Grant from the Kingdom, Province and City, besides Fees for Board
and Tuition, and Income from certain investments.
6. SUGGESTIONS BESPECTING AN INSTITUTION FOB THE DEAF AND DUMB IN ONTABIO.
The facts of the foregoing pages constitute a stronger plea than any argumentation
and appeals of mine in behalf of the necessity, the patriotism, the Christian humanity
of Institutions for the education of the Deaf and Dumb.
An example has been given in our own Province, full of significance and instruc-
tion. A single Individual, Mr. McGann, has been able to establish a School for the
Instruction of the Deaf and Dumb; and he has been able to develop so much benevolent
co-operation in its behalf as to induce a number of Municipal Councils to provide for
the support of Pupils resident within their respective jurisdictions, and to collect
between 50 and 100 pupils in his School. This effort has been followed by the establish-
ment by the Government of an excellent Institution for the Deaf and Dumb at Belleville.
REPORT ON INSTITUTIONS FOR THE BLIND.
Institutions for the Blind go hand in hand with Institutions for the Deaf and
Dumb. I know of no Country in which the one is established without the other. Yet
the two kinds of Institutions are essentially different, and the two classes of unfor-
tunates are never educated together. The few attempts made to do so proved unsuc-
232 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
cessful, and were soon abandoned. The intellectual powers of both are unmaimed, but
their physical infirmities and wants are widely different. The Blind cannot see the
sign language of the Deaf and Dumb, and the Deaf and Dumb cannot hear the articulate
language of the Blind. The Fingers "of the Blind are their only eyes to learn
the Letters and Words which they articulate; the Fingers of the Deaf and Dumb are
their only Tongues for the expression of both Letters and Words. The Blind can learn
nothing by observation. The Deaf and Dumb can learn nothing except by observation.
The Blind see not the beauties or workmanship of the outward world, nor even the
"human face divine"; the Deaf and Dumb hear not its harmonies, or sounds, not
even a Mother's voice. The Blind walk and learn the world by feeling; the Deaf and
Dumb by seeing.
I will notice, as examples, one Institution in England, one in France, and two in
the United States, and then subjoin some practical remarks and suggestions.
INSTITUTION FOB THE BLIND IN GREAT BRITAIN AND IRELAND.
Of the several Schools for the Blind in Great Britain and Ireland, that which
occupies the first place in both importance and efficiency is "The School for the In-
digent Blind in St. George's Fields, Southwark, London," instituted in 1799, incor-
porated in 1826, supported by public subscription of a Society, of which Her late Most
Gracious Majesty, the Queen, was Patron, and His Grace the Archbishop of Canter-
bury President. The institution contains, on an average, 160 Blind Pupils, male and
female, who are received between the ages of 10 and 20 years of age, (by election only),
and are clothed and maintained for about six years. During this time they are taught
(by raised letters) to read the Bible, to Write, and to Cipher; chosen Books are read
aloud to them; they receive regular Religious Instruction, and attend Daily Prayers, as
well as the usual Services of the Church on Sundays. They are also taught some Indus-
trial Trade, such as Mat making of various kinds, Basket-work in great varieties,
Knitting and Netting, including Antimacassars, Sofa pillows and Bolsters, Bags, Bread
and Cheese Cloths, Bassinette trimmings, Balls, Cuffs, Gauntlets, Gloves, Hose, Purses,
Table mats, Watch pockets, etcetera; Hairjwork in Bracelets, Brooches, Guards, Rings,
etcetera. They thus learn to be able to earn something towards their own living on
leaving School.
Such Pupils as have a talent for it are taught Vocal and Instrumental Music, and
are trained as Organists. Besides the Vocalists, there is an Instrumental Band of 30.
There are monthly Public Concerts at the School, which excite much interest; and
the musical part of the Chapel Services is very striking, being conducted with great
skill and beauty.
This Institution receives no aid from Parliament, but its Receipts from subscrip-
tions, legacies, investments, etcetera, amount to £16,605, or $53,025 per annum. All
the arrangements of the different classes and branches of the Institution appear con-
venient and complete, and it has been and is an instrument of immense good to the
most helpless, as well as most needy, class of the population.
SCHOOLS FOR THE BLIND IN FBANCE.
Among the Institutions of the Blind on the Continent of Europe, and in France,
the Imperial Institution at Paris is the most magnificent in structure and appendages,
if not the first In attendance and in the standard and comprehensiveness of its sources
of instruction, on the European Continent. It is an Establishment of the State, where
children of both sexes, and of all ranks, deprived of sight, receive an Intellectual,
Musical and Industrial Education. It is administered under the authority of the
Minister of the Interior, by a Director, Inspector-General of the First Class of Benevolent
Establishments, assisted by a consultative Commission.
REPORT ON INSTITUTIONS FOR THE BLIND IN THE UNITED STATES. 233
Intellectual instruction Is primary and superior. Primary Instruction includes
Reading, (with raised letters), Writing in raised points, Arithmetic, French, Gram-
mar, Orthography, and the elements of the Natural Sciences. Superior instruction,
(intended for the children of the wealthier classes), in addition, comprehends Literature,
Mathematics, Geography, General History, History of France, and Common Law.
Musical Instruction embraces the Scales, Harmony, Composition, the Organ, and the
practice of one, or more, Instruments. Industrial Instruction includes, for Boys, Tuning
of Pianos, Turning, Net-work, Basket-making, Brush-making, Bottoming Chairs, and
all work which the Blind can be taught to do; for the Girls, Spinning, various kinds
of Knitting and Netting, Straw, and various Fancy work.
A Chaplain gives Religious Instruction. Measures are adopted, in concert with the
Parents, relative to the Religious Instruction of children not Roman Catholic.
The Girls are under the special care of female Teachers and Attendants, who
watch over them with maternal solicitude. The best Medical Practitioners are appointed
to the Institution, and the infirmaries are under the charge of Nuns.
Every three months a Letter Report is sent to the families of the Pupils, giving a
detailed account of their health, conduct and progress.
The period of time allowed to Pupils to complete their education is eight years.
The age for their admission is from nine to thirteen years.
The expense of Board and Tuition, etcetera, is 1,000 francs, or $200 per annum,
which is provided for by the Minister of the Interior for poor children; and for chil-
dren of Parents of slender resources, half-bourses, (bursaries), or quarter-tiourses, are
provided to defray one-half or one-quarter of the expenses of their children, according
to circumstances.
Departmental Councils and Municipal Administrators also provide the whole, or
part, of the support of children whose Parents are in humble circumstances and resi-
dent within their respective jurisdictions. . . .
More attention is paid to Music and Fancy work (some of which is very beautiful)
than in the London School for the Blind. Music constitutes an important part of the
education of the Blind in both the French and German Schools. There are many
Blind Organists in the Churches of the Towns and Villages in both France and Ger-
many. In the order of Providence, a talent for Music, and often of a high order, is per-
haps more general in proportion to numbers among the Blind than among any other
class of youth.
SCHOOLS FOB THE BLIND IN THE UNITED STATES.
The Institutions for the Blind in the neighbouring States, like those for the Deaf
and Dumb, are, in my opinion, superior to similar Institutions of Europe. They are,
at least, for a state of Society more like that in Canada, and, therefore, better adapted
to our wants and pursuits.
The New York Institution for the Blind has been in operation for more than
thirty years. Its situation, Premises and Buildings in the City are convenient and
excellent. Its invested Funds from individual Donations and Legacies amount to
Fifteen hundred thousand dollars. . . .
The Institution has three Departments of Instruction, — Literary, Musical and
Mechanical, — and its avowed purpose is to instruct each Pupil in any, or all, of these,
as the circumstances and ability of the Pupil may seem to determine.
The Pupils are received at twelve years of age, and the period of instruction Is
seven years. The Course of Study in the Literary Department embraces the subjects
of a thorough high English education. Each year is divided into two terms. Besides
the ordinary subjects taught in the Common Schools, the last two years of the Course
embrace Physiology and Hygiene, Algebra, Geometry, Natural Philosophy, Chemistry,
Geology, Mental and Moral Philosophy, Logic, and the Science of Government.
234 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
In the Musical Department, Instruction is given on the Piano, on the Organ, in
Vocalization and Chorus singing.
In the Mechanical Department — Mat, Broom and Mattress making are taught. The
object of this Department is stated to be to enable male Pupils who cannot make
Music or Literary Pursuits available in a business way, to earn a living by following
these branches of industry. The female Pupils are taught Knitting, Sewing and Bead-
work. The number of Pupils in the School was 124, of whom 60 were males and 64
females.
THE ILLINOIS STATE INSTITUTION FOB THE EDUCATION OF THE BLIND
Is founded on a scale and conducted in a manner better adapted to the circum-
stances of Canada than that of New York. It is called one of the pioneer Institutions
of the West. It was originally established and supported one year by benevolent
citizens of Jacksonville, when the Legislature of Illinois, in 1849, passed an Act,
authorizing a special Tax of two-tenth mills on the hundred dollars for the purchase
of Ground, Erection of Buildings, and Support of the School. ' For its support an
annual appropriation of Twelve thousand dollars was made. The Report states that
" this sum has been sufficient to provide every desirable comfort and instruction for
all the young Blind of the State."
The Buildings are plain, elegant and very commodious. When I visited the
Institution in the Autumn of 1866, there were about seventy Pupils, nearly equally
divided between male and female; the neatness and order of the Pupils and Apartments
appeared all that could be desired, as also the Furniture, Apparatus, Books in Raised
Letters for the use of the Blind, and even a very considerable Library of Books,
printed in Raised characters. The Music and Chorus singing would have done credit
to any Institution, and the venerable Superintendent and Matron— Doctor Joshua and
Mrs. Rhoads, — seemed indeed the loved and revered Parents of the whole sightless
family.
There are Daily Prayers and reading of the Scriptures, and on the Sabbath the
Pupils attend the place of Worship directed by their Parents. But every Pupil must
attend some place of Worship. . . .
In a previous page of this Report I gave an extract from the Law passed by the
Legislature of Ohio in 1866, providing for the free education of the Blind, as well as
of the Deaf and Dumb. I also stated, on authority, that Illinois had made the same
humane and liberal provision for the education of its own Deaf Mutes. It has like-
wise provided, in the same manner, for the education of the Blind. The Report says:
"Tlie Legislature of Illinois has opened her benevolent Institutions to all her
citizens who may be the children of sorrow, without respect to their worldly position.
No questions are asked for admission into this Institution, except, is the Applicant
a resident of the State, blind, and of a suitable age, capacity and character to receive
instruction? These facts being ascertained, its doors open, and the applicant admitted."
The following extracts from the Superintendent's historical Report of the Institu-
tion are very suggestive, while they present a practical view of the character and
operations of this excellent Establishment:
" My experience also freely warrants me in asserting that a child, remaining until
the age of twelve years in its ' home, however homely,' would arrive at maturity more
learned, more amiable, and more active, than if placed in an Institution conducted
in the best manner, and with the utmost attention to the details of its management.
Nothing of equal value can be substituted for the Home life of a young child.
" The Blind often arrive at the Institution dull, timid and inactive, — health delicate
and organization feeble. We subject them to perfect regularity of duties, insist upon
free exercise In the open air, provide a liberal diet, of which they freely partake. All
signs of indisposition quickly disappear, and vigorous health, if not renovated con-
stitutions, is characteristic of the Inmates of the Institution.
REPORT ON INSTITUTIONS FOR THE EDUCATION OF THE BLIND. 235
"To produce these results, many concurrent causes must conduce. The most
efficient, and, without which no success will attend our efforts, is the arousing into
action of all their faculties, 'both mental and physical. Indeed, strange as it may seem,
the secret of success in promoting the health and happiness of the Blind is the same
as was said to be necessary to a perfect Orator, videlicet: Action, action, action.
"In accordance with the above principle, we have established as a fundamental
rule for the conduct of the Pupils that they must be in action all day. Their whole
time must be passed in Studying, Working, or Playing. No listlessness, or idleness,
is encouraged, or permitted, except in cases of sickness.
" The better to promote the health of the Pupils, care is taken in the arrangement
of the Lessons to alternate them with relaxation. We are also careful to arrange
the hours of employment, so that, although the Pupils are occupied nine hours per
day, no two successive bourse are devoted to one Exercise.
" The instruction of the Blind is founded upon the employment of characters in
relief, by which letters, notes, etcetera, ordinarily printed for the eye, are rendered
sensible to the fingers.
" It is perfected by oral instruction, which cannot be dispensed with. All the
branches of a Common School Education are taught to the Blind in this Institution,
and many of its Pupils .have attained to an enviable degree of proficiency.
"All the Pupils, who have been in the Institution for some length of time, can
read with considerable facility. . . . The instances are rare in which the Blind
will ever be able to read as fast as the seeing, for the finger can feel only a single
Letter at once, while the eye can see a whole word.
"All the female Pupils attend Singing Lessons daily, and we provide Musical
Instruments for all the male Pupils.
" The department of mechanical Arts of the Institution is viewed with much favour
by most practical Visitors. They consider the industry and skill of our Pupils with
much interest; and whilst some doubt the utility of Music, and abstract Science, all
appreciate the importance of teaching those to labour who wish in future to earn a
subsistence.
" The male Pupils are taught to make Brushes and Brooms, and to weave Carpet.
The female Pupils do plain Sewing, Knit Stockings, Tidies, Bed-spreads, etceteras; also
make Worsted work and fancy Bead work."
CONCLUDING REMARKS AND SUGGESTIONS.
One thing is clear, — the claim of both classes to public consideration in every
civilized community; and I am profoundly impressed with the patriotic and truly
liberal spirit in which that claim has been recognized by our American neighbours, —
an example worthy of respect and imitation.
From the comparative helplessness of the Blind, and the kind of Apparatus,
Instruments and Books for their Instruction in the ordinary elementary subjects, as
well as in Music, the education of the Blind is proportionately more expensive than
that of the Deaf and Dumb, although suitable Teachers for the Blind can be more
easily obtained, and Premises for their accommodation may be less extensive than for
the Deaf and Dumb.
It is gratifying to know that our own Government have of late years established
an excellent Institution for the instruction and care of the Blind in the City of Brant-
ford.
TORONTO, May, 1868.
236 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
EDUCATION" OF THE BLIND IN THE PROVINCE OF ONTARIO.
BY MR. ALFRED H. DYMOND,
Principal of the Ontario Institution for the Blind, Brantford, Ontario.
My experience as Principal of this Institution for the care and instruction of
the Blind leads me to the following conclusions: that in a liberal but just and
necessary application of that term are included, not only those young persons be-
tween seven and twenty-one years of age who are sightless, but all who, within
those limits, by reason of blindness, or defective vision, are unable to receive an
•education by the ordinary methods at the Public Schools. Nor does the duty of
an Institution for the Education of the Blind end when it has secured for the
Blind Pupil a more, or less, thorough knowledge of the subjects covered by the
Public School Curriculum. His moral and religious training, the ground-work of
•character and of success in life, must engage the constant and careful attention of
his Teacher. When the intellectual capacity of the pupil will admit of it, accom-
plishments, such as Music and the higher branches of Literature, must be added
to the studies of the Public School. And. for Pupils whose circumstances require
it, an industrial training, suited to the case of those who are entirely dependent on
the sense of touch and hearing to guide their operations, has to be provided.
An Institution for the Education of the Blind, then, must be a Public School,
and something more than a Public School, — a Home, and something more than most
homes, — a Workshop with appliances which no ordinary workshop can supply.
But, with all this, let it never be forgotten, when we come to ascertain results, that
no teaching, however skilful, or devoted, can absolutely compensate for the loss of
sight. No instruction, however ingenious, can ever fully atone for the absence of
the educating power and functions of the eye. The eye is, to a large extent, an
involuntary teacher, but it is an ever present and ever active one nevertheless. It
may be wonderful that the blind can be taught so much, but it should be an ever
active stimulant to efforts to teach them all they can acquire, to know how little
with the best help they can, as compared with the seeing, know and do after
all. . . .
The leading idea of the Institution is to create a spirit of independence and
self-helpfulness in its pupils, and thus to enable them to face the world with a
resolute spirit and reasonable prospects of success in competition with the seeing.
It must be admitted, however, that even in the effort to accomplish this praise-
worthy object, good and evil forces come into very close juxtaposition. Those who
mow by what a slow process, by what patient, continuous effort the blind pupil is
taught, will readily understand that, to educate the blind child from his first
alphabet card, or " reader," in embossed type until he finally graduates with a well-
informed mind and accomplished in any single profession, or branch of industry,
must occupy a period of many years. During all that time his every want is sup-
plied, his every reasonable wish is gratified. A Building with wide and lofty cor-
ridors, three hundred feet in length, warmed by steam throughout; large and airy
dormitories and Class Rooms; Workshops equally comfortable; well-spread tables
furnished three times a day, with all needful attendance; warm baths; every ap-
pliance for studies accessible to the blind ; Officers always at hand to whom the idea
EDUCATION OF THE BLIND IN ONTARIO. 237
of repelling, or resenting, a request for help from a pupil never occurs; grounds
eighty-five acres in extent, with broad walks for recreation; a Hall (or Chapel)
with its pipe-organ for Divine Service at such times, or under such circumstances,
as may make it more suitable than the City Churches, — all these become so familiar,
are so much a part of the blind pupil's every-day existence, are so closely associated
with his habits and pursuits, that it is not surprising if many cling to what has
been so long their Home, even when they should remain no longer, or are ready
to succumb to the trials and discouragements they are called upon to face on leav.-
ing it to make a start in life. Nor is it easy to see how the difficulty, thus un-
avoidably created, is to be altogether overcome.
One point always enforced here is, that the pupils are in no sense objects of
charity. Gratitude to the good and gracious Father of All is a sentiment that, of
course, cannot be too zealously fostered ; but, as entitled in common with the whole
youth of the State to its paternal care in the matter of education, the blind claim
their education not as a benevolence, but as a right. That they are admitted with-
out fee to an Institution supported by the public revenue does not place them on a
different footing, so far as their claims are concerned, from seeing youths who
attend Public Schools also maintained by taxation. Originally a charge was con-
templated in the case of those who could afford to pay, but the difficulty of dis-
criminating was too great, and the exceptions were too numerous, to make a con-
tinuance of the attempt advisable, and, for several years, board and education have
been free. With the further view of inducing the blind as far as possible to forget
that any distinction exists between themselves and the seeing, blindness with us is
never spoken of as an affliction, but rather as a defect, for which we are endeavour-
ing to provide a substitute, or compensation.
Again, when not under instruction, Pupils are left, as a rule, dependent on
their own resources. The Institution lies about a mile distant from the business
portion of the City of Brantford. Male pupils, in couples, are allowed to resort
thither as often as weather permits, and thus not only mingle with the outer world,
but transact little matters of business on their own account. They are also familiar-
ized with current events and human experience generally by hearing read the most
interesting portions of the daily newspapers. Not a few are politicians a'nd take
a deep interest in public affairs. Then, again, spare moments in the three months
Summer Vacation are profitably utilized by our Willow-workers, who make up
bundles of willow granted them into Baskets, for which they usually find ia ready
market, to be expanded when they finally graduate. A Pianoforte tuner, too1, dur-
ing the holidays will often borrow one, or two, implements, that he may keep his
hand in while absent from the Institution, and perhaps make a few dollars ataong
his neighbours who are willing to trust him to tune their instruments. By these
and other means we seek to lessen the trial attendant on altogether new and unaided
efforts.
The literary Course of Instruction is that followed by all the larger Institu-
tions for the Blind on this Continent, attention being* perhaps rather more' promin-
ently directed to British than to United States history and literature, as in the case
of our friends to the south of the line. At the same time we are more than debtors
to United States literature, public and private liberality and enterprise. We have
no author dearer to our blind Boys and Girls than Whittier, and should be almost
without a Library if we had not the privilege of access to the productions of the
great printing houses for the blind at Boston, Louisville, and Philadelphia. The
238 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
selections, too, compiled by these publishers, are usually made with rare judgment
— a most important circumstance when the limited field it is possible to cover is
taken into account.
Let me appeal to all who rejoice in the priceless blessing of sight to further
this good work of providing literature for the sightless. Let me remind them
that, while the Book of Books complete can be purchased at any of the society's
agencies for a few cents, the Bible as a whole can only be enjoyed by a 'blind reader
in the form of eight bulky volumes, costing in the aggregate twenty dollars. There
is not a city of any proportions in Canada or the United States to-day without a
free, or at all events a cheap, lending library of many thousands of books. The
whole library accessible to the blind does not exceed one hundred and fifty books
at the outside. For transcribing Letter press, or Music, or for communicating
by letter with one another, our pupils use the " New York Point," brought to its
present state of perfection by my friend, Mr. W. B. Wait, the able superintendent
of the New York City Institution for the Blind. In this connection I may say
that our point print guides are Al in point of quality and adaptability. They have
been perfected by our engineer, Mr. Thomas Harrison, and inquiries from all parts
of the continent respecting the Harrison guide, as it is popularly called, are fre-
quent. We claim, however, no exclusive right in their manufacture.
Our Music Course is both theoretical and practical. It includes studies in
harmony and counterpoint, as well as instruction in vocal music, the pipe-organ
reed-organ, pianoforte, and violin.
For our female Pupils the industries taught consist chiefly of such light em-
ployment as Bead work and Fancy work, in addition to thorough instruction in
Hand-sewing, Hand-knitting, and the use of the Sewing-machine, with all its
attachments, and the Knitting-machine. The latter is an important factor in our
pupils' calculations of future livelihood.
Of the male pupils a limited number whose natural gifts mark them as suit-
able are instructed in Pianoforte tuning, with most satisfactory results.
Our industrial specialty, however, is the Willow-work manufacture, carried on
with the assistance of sectional blocks, or models, or iron frames, invented by our
Trades' Instructor, Mr. Thomas Truss. The patterns of the goods included in
the Willow-workers' course of instruction are from forty to fifty in number. When
a pupil can turn out the whole of these in a workmanlike manner he graduates, an
outfit being presented to him of models, tools, and material, to the value of from
$80 to $100. Pupils receive no money for their labour in the shops, our arrange-
ments being, in this as in all other branches, devised with an eye to educational
results alone, and not to financial returns. The Willow industry is particularly
well adapted for our pupils, who usually come from small centres or the rural dis-
tricts. Land for the growth of a willow crop is easily procured, and the product
of labour is easily marketed. Broom-making and Mattress-making, which are staple
industries in many Institutions, are not suited to our needs. Chair-making and
Basket-making offer not only a greater variety of openings for trade, but a larger
opportunity for the exercise of the Pupils' ingenuity.
The Ontario Institution for the Blind was erected by the Government of the
Province in 1872, on a singularly beautiful and healthful Site close to the
City of Brantford, and overlooking the Grand River. No small recommendation
to the situation was the abundant supply of the purest water from a natural spring
• which, in the whole twelve years or more that have elapsed since the choice was
made, has never shown signs of failure, or even diminution. The Institution is
CONVENTION OF INSTRUCTORS OF THE DEAF AND DUMB. 239
strictly undenominational in its arrangements, the only distinction being made in
favour of the Koman Catholic pupils, who attend morning and evening prayers con-
ducted by an officer of their own persuasion, while the Members of other Churches
unite collectively in their devotions in the Hall. The Staff of the Institution con-
sists of a Principal, Bursar, Physician, (not resident), Matron, seventeen Teachers
and Instructors, and a number of other persons employed on the Farm and in the
Mechanical Departments, as well as Domestics. The expenditure on the Grounds
and Buildings on capital account has, up to the present time, amounted to about
$250,000. For its maintenance the Provincial Legislature votes about $32,000 an-
nually. The authority of the Government over the Institution is represented by
an Inspector in charge of Government Institutions generally. An annual ex-
amination of the Literary Classes is made by two Educationists of high standing,
and of the Music classes by a Professor of eminence. I trust that these talented
experts may ever be able to report that the Ontario Institution for the Blind is
worthy to form a part of the noble educational System of our Province.
CONVENTION OF INSTRUCTORS OF THE DEAF AND DUMB, 1874.
Lender the authority of the Ontario Government, an invitation was extended to
the Instructors of Deaf and Dumb on this Continent, to hold their Eighth Annual
Convention at the Belleville Institution, in August, 1874. Delegates from various
states of the American Union attended, with Delegates from Nova Scotia and
Ontario. About 200 persons were present.
The proceedings of the Convention were formally opened with Prayer by
Reverend Mr. Burke, of Belleville. (These proceedings were greatly condensed.)
Doctor Peet (New York) read a Paper on Language Lesson, and on the prin-
ciple of Object Teaching which he explained. The method of instruction was
stated to consist, to a considerable extent, in giving the Pupil a direction in writ-
ing, and then requiring him to perform it, and to state in writing what he did.
In employing this system the Teacher must have before him twelve objects, whose
names are arranged with a view to embracing the whole alphabet, so that when
the Pupil has learned to write them he has also learned to write all the letters in
use, the distinction to be observed between the definite and indefinite article, the
proper use of prepositions, the words and characters representing numerals up to
one hundred, adjectives of colour, and a considerable number of verbs. The sen-
tence forms were confined to the illustration of the Government of the objective
case. Time was exemplified by the present imperative and the past indica-
tive. . . .
Mr. Schelling (Wisconsin) read a Paper, entitled " In the School-room." He
dwelt on the importance of sign language being exclusively employed in the School-
room, except in cases in which it is only possible in some other way to make plain
to the mind of the pupil something which it is desired to convey to him. One of
the first things the Teacher should aim at was to enable his Pupil to ask questions
and to understand what was asked for. The Teacher should from first to last aim
to make language expressive of correct ideas which are within the grasp of the
child, or with which he is perfectly familiar, and these ideas should be clothed
in simple and clear language, and in very short and distinct sentences. The Teacher
should stop to teach the entire alphabet before he begins to teach the sentences. It
is now generally known that a child learns the alphabet sooner by seeing the letters
240 DOCUMENTS ILLUSTEATIVE OF EDUCATION IN ONTARIO.
in words than by seeing them separately. It should be remembered also that
thinking is done in sentences and not in words.
Professor Bell, of Albert College, read an Address of welcome to tne Conven-
tion.
The President in reply said :
We are greatly obliged to the Committee on Education of this City for their kind
welcome of us to this place, and desire to assure them that we have been greatly
gratified at finding so beautiful a place as this, and particularly so eligible a location
and such convenient and elegant Buildings as we find here prepared for this unfor-
tunate class of our fellow-beings — the Deaf and Dumb. We find here an Institution
which, considering the time it has been in operation, is in advance of those which
were established in the United States some fifty years ago or a little more, and we
are gratified to find in it a School of over 200 children who have been gathered
together within four years, and so competent a Principal and Board of Instructors,
some of whom we have known for many years, and in whom we have the fullest con-
fidence. We are all labouring in the same benevolent field of literary and Christian
work. We find this class of persons generally gathered into well ordered and well
regulated Institutions, receiving the blessings of a Common School Education, and, I
may also say, a Collegiate Education. But what is better than all, these unfortunate
children have been taught that they have a Soul within them destined to immortality,
that there is a God in Heaven above them, whose providential care is over all, and to
whom all are responsible, and to whose blessed abode the good are expecting to go.
They knew nothing of these great themes, of these inspiring hopes, of these glorious
realities, but now, by the instrumentality of this Institution, and other similar Insti-
tutions in this broad Continent, they do to a very great extent. These blessings of
education and these blessings of Religion are shed upon them, and the light of truth
shines into their minds, and they are inspired by the same hopes of a glorious immor-
tality that we are; and if we are of the faithful in our respective fields we may
expect to gather a harvest not only here, but a more glorious harvest in the better
land, where the ears of the deaf shall be opened, where the lips of the dumb shall
sing, and speak forth the high praises of our common God.
In one of the large Class-rooms of the Institution, Doctor May, of the Educa-
tion Department of Ontario, displayed a number of interesting articles from the
Museum of the Education Department, Toronto. They embraced a great variety
of Philosophical Apparatus, Birds, Models for instruction in Anatomy, stuffed
Birds, etcetera.
In the evening a social entertainment in honour of the members of the Con-
vention was given in the Town Hall, by the Mayor and Corporation of Belleville
and County Council. Mayor Henderson took the Chair, and, after a few words of
welcome, called on the Honourable Billa Flint to address the assemblage. In the
course of his remarks, Mr. Flint stated that the Institution at this Town was
opened in October, 1870, and although it had thus only been open now three months
less than four years, it stood seventh among the whole forty-five in_America with
regard to the number of Pupils. He paid a high tribute to the abilities of Doctor
Palmer, the Principal of the Ontario Institute.
The President of the Convention responded in happy terms, giving, in the
course of his reply, some interesting reminiscences of a holiday visit which he paid
to Canada about 35 years ago.
Doctor Hodgins, Deputy Superintendent of Education for the Province of
Ontario, on being called upon, said : —
CONVENTION OF INSTEUCTORS OF THE DEAF AND DUMB. 211
Mr. Mayor and Mr. Warden — Ladies and Gentlemen, — At this late hour I should
not have ventured to occupy the attention of this large assemblage, were it not that I
was most anxious to convey to the distinguished American Delegates to this Conven-
tion the heartfelt greetings of the Education Department of the Province of Ontario,
with which I have the honour to be connected. And I can truly say that the aentl-
ments of cordiality and welcome embodied in the beautiful Address presented to the
Convention this day by the Board of Education in this Town are also the sentiments
and feelings to our American educationist friends of the nearly 5,000 School Corpora-
tions in this Province. On behalf, therefore, of this large constituency, representing
the High and Public Schools of the Province, I tender their greetings of welcome to
the Members of this Convention.
As time is pressing, I shall only mention a few facts relating to our educational
progress. In 1844, when I entered the Department, the Expenditure on behalf of
Education in Upper Canada, (now Ontario), not including the Colleges and Univer-
sities, was between $300,000 and $400,000. It now reaches the sum of upwards of
$2,500,000, exclusive of the sums expended in Colleges and Universities! The number
of Schools, too, has Increased from 2,600 to nearly 4,750.
Then, as to the organization of the School System itself. The law has been
amended and condensed into two codes: the Public School and the High School Laws.
It is not for me to enter into the vexed question of " Commercial Reciprocity "
with the United States; but there are two subjects upon which we may enjoy the
fullest "reciprocity" of thought, of feeling, of sentiment and heart, with our
American friends, and those relate to matters connected with our common Christianity,
and to "works of faith and labour of love," springing from a common philanthropy.
And while it is that in matters of secular interest, the keenness of the trader, the
diplomacy of the statesman, are required to combine before both Nations can find a
common ground for a system of " commercial reciprocity," yet in matters of a higher,
nobler, and better nature, they can and do, (as we have demonstrated at this Con-
vention), enjoy the fullest and freest "reciprocity" of intellectual thought, of senti-
ment and heart, and of experience and labour? The one is human, — of the earth,
earthy, — the other is Divine — the work of the blessed Master, consecrated to Him,
and imbued with His spirit.
In the special matter of caring for and labouring for the Deaf and Dumb, it is
not ours to utter that divine word ephphatha — so instinct with life and power as it
fell from the lips of the Saviour — tout it is ours to endeavour In every way in our
power to ameliorate the sad condition of those who are so afflicted — to open up to
them the springs of enjoyment — to break down the barriers, as far as possible, which
separate them from the outer world, and to prepare them for the richer enjoyment of
that better and brighter one above — of which it has been so truthfully and beautifully
said that —
" There we shall HEAB, and see and know,
All we desired or wished below;
And every power find sweet employ
In that eternal world of joy!"
The evening was very pleasantly spent by all who were present.
On the second day, Mr. 0. D. Cook (New York) read a Paper written by
Alphonse Johnston, of New York, and entitled "The best means of Teaching the
Idiomatic use of the English language." The paper was an admirable illustration
of the results of Deaf Mute instruction, being well and thoughtfully written, and
marked by a great deal of originality of conception. . . .
Mr. Porter (of Washington) read a Paper on the use of the Manual Alphabet.
He alluded to the power of expression with which it was possible to supplement
the use of the Alphabet, and pointed out the importance of every letter having a
16
242 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
distinct form, according to the Normal standard, a form such as would be easily
recognized and distinguished from others. . . .
Mr. Noyes read a Paper on the same subject, written by a Mute, Mr. George
Wing, of Minnesota. The Writer said that the Teacher should take care that the
Pupil does not falsely associate words with ideas. It should also be the aim of the
Teacher from the first to give the Pupil a correct idea of every object about which
he uses words, . . . the substance, the word representing the shadow.
Mr. Wilkinson (of California) spoke of the best means of securing to con-
genital Deaf-mutes of average capacity an understanding and an idiomtaic use
'of the English language. He said that in every tongue there were a spoken and a
written language, differing very materially from each other. In illustrating this
assertion, the Speaker gave some specimens of English and Scotish dialects, and the
efforts of the interpreter for the Deaf Mutes to follow him through these created
considerable amusement. . . .
Mr. E. G. Valentine (of Idiana) read s Paper entitled "Instructors and their
Work." He said that the duty of the Instructor consisted chiefly in imparting a
knowledge of language, and hence the Instructor should have fine mental abilities,
and be himself well acquainted with the intricacies of the tongue he teaches, and
conversant with the works of the best writers in that tongue, etcetera. He spoke
of the importance of good government being maintained by the Instructor, and
said that the Teacher should be careful to show the Pupil how to study ....
The study of language should be varied with others. The Writer held that Relig-
ious Instruction should not be left for Sunday alone, but should be made a part
of the duties of every day. He considered the Teachers responsible for the moral
and spiritual welfare of the Pupil as well as for his instruction in secular subjects.
He considered the instruction of Deaf Mutes a profession which offered great in-
ducements to young men having the proper qualifications for the work.
Mr. Carrutners (of Arkansas) read a Paper on the development of character.
In Deaf-mute Education nothing was so fatal to the development of character as to
be always receiving and never giving. Care should be taken to keep Pupils posted
on current events, and a love for literature of an elevating character should be
cultivated in his mind. With a view to the development of strength of character
in the Pupil, his Teacher should be virtuously inclined, and he should be religiously
instructed.
Mr. Bangs (of Michigan) followed with a Paper on the extent of the respon-
sibility of the Teacher for the moral and religious character of Pupils. In public
institutions for the instruction of the Deaf and Dumb the Pupils should be taught
the fundamental truths of the Christian Religion.
A paper by Mr. Thomas Widd (of Montreal), a Deaf and Dumb Teacher,
was read by Mr. Coleman, of the Belleville Institution, the Reverend Thomas Barry,
of Montreal, interpreting in the Sign language. The title of the Paper was " the
Moral training of Deaf-mutes." The writer remarked that the Deaf-mute required
more or less, according to the intellectual calibre, the friendly counsel and parental
care of Teachers and friends, throughout his career. When he left school he found
himself surrounded by all sorts of temptation new and strange to him, and if not
carefully and properly trained in youth, would fall a victim to snares and vices
which led to the brink of the grave. The Teacher of Deaf-mutes was responsible
not only to his God, but also to society for the proper discharge of his duty in the
training of his Pupil, which went very far to decide his character in future. . . .
He recommended that every year a course of Lectures on temperance, morality,
CONVENTION OF INSTRUCTORS OP THE DEAP AND DUMB. 243
and frugality should be given by the Teachers, with a view to fostering a spirit of
frugality and self-dependence.
A discussion then took place on the several Papers, in the course of which
Doctor Feet said he considered the suggestion of Mr. Widd, with reference to the
formation of temperance societies, an excellent one, as such societies were calculated
to promote a public sentiment among the Pupils.
Mr. Greenberger (of New York) read a Paper on the method of teaching
Articulation and Lip-reading — in other words, a method of teaching the Dumb to
speak and to read from the motion of a second Person's lips what is said by the
latter. Mr. Greenberger's method was remarkably ingenious and philosophical,
and the exposition of it afforded both the Members and the Visitors a great deal
of interest.
Mr. A. Graham Bell (Boston) gave an explanation of a system which he calls
" visible speech." Mr. Bell stated that visible speech was invented in England
by his Father, who is at present a resident of Brantford. It was originally intended
to be employed for philological purposes, but the idea had suggested itself that it
might also be used in teaching the Deaf and Dumb to speak. He contended that
the vocal organs of the Deaf and Dumb were the same as those of persons who spoke
and that the only reason why they were Dumb was simply that they were Deaf,
and therefore unable to learn as do other children by imitating the sounds of
language uttered by others. Talking machines, which had been invented so as to
fairly imitate human speech, showed that talking was merely mechanical, and that
therefore all that they had to do in order to get a Dumb person to speak was to
get him to put his vocal organs into the proper position. Mr. Bell went on to ex-
plain his system, which is based on ten simple linear signs, one representing the
tip of the Tongue, one the top of the Tongue, one the Nose, etcetera. The combi-
nation of these represents the different vocal organs in different relative positions,
and producing sounds or not as the case may be. For instance, one combination
may indicate that the tip of the Tongue is to touch the roof of the Mouth, the Lips
to be held slightly apart, and a sound made with the organs in. that position. A
young lady, who was with the Professor, and who assists him in teaching the system,
was sent out of the Hall, and then a request was made that words in any language
should be spoken, or sounds of any sort uttered. Words in Greek, German, Indian,
Latin, and Irish were given, and some of the most extraordinary sounds ever heard
were made. Mr. Bell analyzed them as well as he could, and represented them on
a black-board by the characters of visible speech. The young lady was then called
in, and repeated all the words, and imitated all the sounds with striking exactness.
These experiments were provocative of a great deal of mirth. Mr. Bell stated that
it had been found by tests made in England that Deaf Mutes could, without
difficulty, be taught the meaning of the characters of the system, and that this had
been further proved by its use in several Institutions in the United States, into
which it had been introduced. A diagram which he had with him showed how easily
this could be done, the characters being placed on a sectional drawing of the human
head, beside the organs which they are respectively intended to represent. Mr. Bell
showed, in the course of his demonstration of the system, how he could, by certain
very expressive gestures and positions of his hands and fingers, give a Deaf and
Dumb Pupil directions with regard to the pitch, quantity, and inflection of sounds.
The explanation of the system was listened to, and the experiments were watched,
•with the greatest interest.
244 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Mr. Hubbard told of a little Girl of his own, who had become Deaf before .she
had learned her own language, but whom he had taught to do so. She was after-
wards taken to Germany, and there a German lady, who did not know any English,
taught her to speak German by the same method. He also read a Letter written
to him by a little English Girl who had been born Deaf and Dumb, but who, having
been for two years receiving instruction in articulation, informed him that she was
speaking a good deal.
In the evening, Dr. May, of the Education Department, Toronto, gave an ex-
hibition of philosophical experiments, accompanied by a Lecture, to a large audi-
ence, consisting of the Members of the Convention, and a considerable number of
persons from the Town. The Lecturer had with him a great amount of Apparatus,
with the aid of which he gave an entertainment which was both instructive and
interesting.
Professor Snider (of Illinois) read a Paper on School Economy. He said that
his subject might be considered under two heads. First, economy of time; second,
economy of force. He spoke of the importance of economy in the time of the
Pupil, that being the Deaf and Dumb Pupils' only stock-in-trade — knowledge,
judgment, and wisdom being wanting. It was not difficult to get such Pupils to make
good use of their time, for in most cases the Deaf and Dumb child himself saw by
the time he was twelve years of age the disadvantage he was under as compared
with children who had the faculty of speech. The greatest difficulty was to keep
the Pupils interested in the work. One way of doing this, which he recommended
was to make the Pupil feel as much at home at School as possible. He pointed
out that in order to keep the Pupil interested, it was important not to exhaust
his force. The Teacher's time should not be wasted either, for time lost to the
Teacher was lost to the Pupils as well.
Mr. Williams (of Connecticut) read a Paper on the question, "How shall we
induce Deaf and Dumb pupils to read ?" He disapproved of teaching such Pupils
mere lists of words, and recommended that as soon as they had learned a few
nouns they should be taught some verbs, and then be at once required to combine
the words they had acquired into sentences; he also recommended giving the Pupil,
as soon as possible, short and easy stories to read, and large and increasingly diffi-
cult, but always interesting ones, as the Pupils advanced.
Doctor P. G. Gillet (of Illinois) read a Paper entitled, " The Location, Site,
Buildings, Materials and Appliances of an Institution for the Deaf and Dumb."
He said perfect results of labour can only be obtained with proper appliances.
Particular attention should be paid to location, as an undesirable one often de-
feated the very objects for which the Institution was founded. For an ordinary
Institution eighty acres would be required. Whatever other advantages a location
possessed, its healthfulness should be the greatest inducement. An abundant
perennial supply of water should be easily obtained — perfect sewerage should be
an essential element in the desirableness of an Institution. Beauty in construc-
tion of Buildings and a display of the landscape Gardener's skill were especially
urged, as the Deaf and Dumb received very great impressions from what they saw.
He advocated the establishing of Printing offices, Bookbinderies, and Workshops;
also Conservatories for the cultivation of Flowers and Fruit. The Paper was of
great practical value, and was well received by the Delegates.
In the course of the discussion Mr. T. H. Gallaudet advocated the establish-
ment of numerous small Schools for the instruction of Deaf-mutes, in lieu of the
large Institutions which now exist.
DOCTOR HODGINS ADDRESS TO THE CONVENTION. 245
A Paper upon the " Home education of Deaf-mutes," by Mr. D. H. Carroll
(of Minnesota), was read by Mr. Noyes. The writer asserted that there was a
lamentable ignorance among Deaf-mutes, because their mental improvement was
neglected by those who were responsible for it. ...
At the request of the Business Committee, Doctor J. G. Hodgins, Deputy
Superintendent of Education for Ontario, was called on by the President to ad-
dress the Convention, he said —
Mr. President, — I have already in another place conveyed to you, sir, and to the
Ladies and Gentlemen of this Convention the cordial greetings of the Education
Department with which I have been for many years connected. There are, however,
a few things on which I should like to occupy your attention for a short time. I
have listened with much pleasure to many papers on subjects of a common interest
which have come before the Convention. I feel that the fact of so many distinguished
Gentlemen having been gathered together from various parts of the United States
to exchange opinions, and to discuss questions of vital importance connected with
the education of the Deaf and Dumb is not devoid of special significance in behalf
of that unfortunate class; nor can those discussions fail to be of the greatest interest
to the common cause of education.
It has occurred to me that very many of the Delegates present would like to learn
something of our System of Public Instruction in this Province. I shall, therefore,
refer to some of its chief features. . „ .
First. — Our School System in Ontario differs from any in your Country In this
important feature: — The Executive Head of the Education Department is a permanent
and non-political Officer. The Distinguished Gentleman who presides over the Depart-
ment at present, Reverend Doctor Ryerson, has filled his present position, with great
acceptability to the people and service to the Country, for thirty years.
Second. — The second peculiarity is that, on the same days and during the same
hours of these days, a uniform examination is held simultaneously in every County
and City in the Province, at which every person aspiring to the office of Teacher for
the Public Schools is required to be present and to pass satisfactorily before he can
receive a legal Certificate of Qualification. The Examination Questions are prepared
by a central authority, and are sent out under seal, which can only be broken when
the Candidates are assembled for examination. Upon the result of those Examina-
tions, according to a common value assigned to each Question by the central body, Cer-
tificates issue from the Local Boards to 2nd and 3rd Class Teachers; while all who
aspire to the highest position of First Class Teachers have their Papers sent up to
Toronto to be there adjudicated upon by the central authority. An uniform standard
of excellence for the Teacher is thus maintained throughout the Province, while per-
sonal preference and local favouritism for Candidates have little or no place in such
a system. As a further safeguard against it, the whole of the written answers of
every Candidate for a Certificate of whatever grade are sent to the central Office at
Toronto, to be examined if necessary, should any doubt arise as to the strictness and
Impartiality of the examination, or should any appeal be made against the decision of
any Local Board of Examiners in any particular case.
In the same way uniform examinations are held simultaneously all over the
Province for the admission of Pupils from the Public, into the High, Schools, or Col-
legiate Institutions.
Third. — The third feature of divergence from the United States systems of educa-
tion is one which will no doubt touch the sympathies of those present. It is the
beneficent provision which has been made by the Legislature of the Province for the
support and comfort of worn-out and superannuated School Teachers. Every Teacher
of sixty years of age who has subscribed to the Fund has a right to retire from the
24t> DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
profession and to receive a sum of not less than six dollars per annum for each year
of service in the Province as such Teacher. Those under sixty may, under certain
conditions, retire on the same terms.
fourth. — The fourth feature is that relating to the compulsory education of children.
As the Legislature has finally determined that every Public School in the Province shall
be free to every child of the neighbourhood, so, as a necessary complement to such a
System of Free Schools, it has declared that every child is by law and of right entitled
to at least four months' teaching, or schooling, and that every Parent denying his
child that right shall either be fined before a Magistrate, or submit to a rate of one
dollar a month for every month of such denial, or neglect. The Law makes it com-
pulsory on the Local School Trustees to enforce this law, either by means of a Fine,
or Rate Bill, on the neglecting Parents.
Fifth. — The fifth and last feature of our School System which is somewhat peculiar
is the facilities by which the Department has provided, (of which you have had a
specimen in the attractive Museum in the adjoining Room), by which the Schools are
supplied from a Central Depository with Maps, Charts, Apparatus, Library and Prize
Books, and other Applances for the Schools and School-rooms.
In reply to a question by a Delegate, Doctor Hodgins explained that all Teachers
before receiving a license to teach were required to present to the Examiners a Certi-
ficate, of "good moral character," signed by a Clergyman, or other responsible party.
He also explained, in reply to another question, what were the provisions of the law
in regard to Religious Instruction in the Schools, and the promoting of education
in the remote and outlying Districts, or Territories, of the Province..
On motion of Eeverend Doctor Gallaudet, of New York, the thanks of the
Convention were tendered to Dr. Hodgins for his Address.
Doctor B. M. Gallaudet (Washington) then addressed the Convention on
Deaf -mutism. He said they might use the. term Deaf -mutism with reference to the
different phases of the disability, — mental, moral and social. Deaf -mutism arose
out of a child's lack of language of any sort, even signs. This lack was what they,
as Instructors, proposed to supply. The Deaf-mute himself and his friends sup-
plied it to some extent, and the Deaf-mute's mind then began to develop, but
owing to the crudeness of the language he used before going into an Institution
for instruction his mental progress was very slow. After a few remarks on moral
Deaf -mutism, the Speaker spoke of social Deaf -mutism. If a Deaf mute were
mentally improved, so that he could read and thus become qualified to confer with
others whose minds are developed, he would seek his associates among hearing and
speaking Persons, and would not be clannish with other Deaf-mutes. Deaf-mutes
would be more welcome in the world of hearing and speaking people than they
imagined, if they would only make some effort to associate with the latter. . . .
He urged the importance of greater precision on the part of Teachers with regard
to what they taught their Pupils, and a greater care that when the latter left
School they were self-dependent.
Mr. Wing presented a Paper on the physiological peculiarities of deafness,
In connection with the Paper, Mr. Wing exhibited a particular kind of Ear
Trumpet, which was represented as an unusually excellent one.
Mr. Hutton, (Nova Scotia,) read a Paper with reference to the means em-
ployed by the late Mr. Duncan Anderson, to teach those Deaf-mutes with suitable
organs to articulate. Mr. Anderson dissected and constructed models of the
organs of speech, so as to show their reciprocal action in the combination of
vowels and consonants. He then contrived a system of notation, whereby these
combinations were indicated to the eye in such a manner as to enable the Teacher
CONVENTION IN REGARD TO THE DEAF AND DUMB.
to practise the Pupil in articulation, or the intelligent Pupil to acquire the art by
his own persevering study.q .
Mr. Bell presented, for the consideration of the Convention, Dalgon's method
of intercommunication between the Blind and the Deaf and Dumb, — a method
which he suggested might be employed by Deaf-mutes in conversing with each
other in the dark. A knowledge of this method is conveyed by means of a Glove
with the several letters of the alphabet printed on it in different places, and when
a person wishes by it to communicate with another he spells out what he wishes
to say, touching the places on the latter's hand corresponding with those on the
Glove on which the necessary letters are printed.
Mr. Talbot, (Iowa,) read a Paper on the limit of the number that should be
taught in one Class. He said that a wise economy of time and force required that
the largest possible number should be taught in one Class, but this did not mean
as large a number as were commonly taught in speaking Classes.
Mr. Hammond, (Indiana), followed with a Paper on Geography. He consid-
ered this an excellent study for the Deaf and Dumb, as it tended to the develop-
ment of faculties which it was very important should be cultivated in Persons thus
afflicted, — those of memory and observation.
Mr. Bangs read a Paper by Mr. Brown, of Michigan, on Text Books. The
hints given in the Paper were excellent. They were only of special interest to
Teachers of the Deaf and Dumb.
A discussion then took place on the foregoing Papers, in the course of which
the Reverend Doctor Turner, President of the Convention, spoke very favourably
of the old-fashioned natural sign-language, giving instances of persons having
been educated by means of it, and it alone, and having become eminent scholars.
Among them was the Writer of the last Paper. He asked those who were opposing
the natural sign language, not to pull down the old land-marks until they got
something better. Mr. McGann strongly advocated progress in obtaining modes
of expression for Deaf-mutes. He thought they should endeavour to improve the
present system, and not to go backwards and make use exclusively of the old natural
sign-language. While wishing to have Deaf-mutes think in the English language,
he was not in favour of discarding the sign language, but of further improving it.
The Museum was open during to-day, and was one of the great attractions, if
not the principal one. Many of the Gentlemen from the United States expressed
surprise at the completeness of the Museum, and the great variety of articles ex-
hibited therein was from the Educational Museum in Toronto. Among the articles
were some Charts and Books on the subject of Deaf and Dumb instruction, and
well adapted for that purpose.
It is very interesting to visit the workshops in connection with this Institution.
In one of them about twenty-five Boys are engaged at shoemaking for various other
Government Institutions in the Province. In the Cabinet and Carpenter's Shop,
Desks, Tables with turned legs, Window Sashes, etcetera, are made. Painting and
Glazing are also done in the shops.
As the Convention re-assembled a religious service, in the sign-language, took
place, the Reverend D. E, Bartlett, of Hartford conducting the Service, open-
ing with the Doxology "sung" in manual signs, by that portion of the assemblage
which was capable of making use of that mode of expression. The Lord's Prayer
was next repeated in the same way.
At three o'clock a special service for Deaf-mutes was held in the St. Thomas
Anglican Church. The services were conducted viva voce by the Reverend Mr.
248 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Burke, the Incumbent of the Church, but the Reverend Doctor Gallaudet, of New
York, who is a Clergyman of the Protestant Episcopal Church of the United States,
Btood beside Mr. Burke and interpreted in the sign language everything he uttered,
the Liturgy included.
He was followed by the Reverend Doctor Gallaudet, who gave those present not
Deaf and Dumb Instructors, a history of the New York Church Mission for Deaf-
mutes. In the course of his remarks, Dr. Gallaudet stated that he had been among
Deaf-mutes all his lifetime, since both Ms Mother and his Wife were deaf and dumb.
At eight o'clock in the evening the Convention resumed, and another model
service was held, the Reverend Doctors Peet and Gallaudet (Washington) conduct-
ing it. During the course of the service, Dr. Peet repeated the Lord's Prayer
and the Hymn beginning, " 0 for a thousand Tongues to sing," the Spectators
following him in the same way as that which they followed Mr. Bartlett in the
morning.
On Monday morning the Convention was invited by the Councils of Prince
Edward County and Picton to a pic-nic at the Sand Banks, on the shore of Lake
Ontario. The party reached the Sand Banks about one o'clock, and found there a
large crowd of residents of the County assembled to entertain the Visitors, and to
take part in their pleasure.
The first business was the presentation by Mayor Allan, of an Address of
welcome to the Convention, on behalf of the Town of Picton, and a similar one by
Mr. Joseph Pearson, Warden, on behalf of the County of Prince Edward. To
both addresses the Reverend Mr. Turner, Presfident of the Convention, made a
suitable reply. A most excellent and bountiful Dinner was then served to the
whole party in a beautiful Grove. After dinner, a formal Meeting of the Con-
vention was held beneath a large tree on the top of one of the highest Sand Banks,
at which votes of thanks were passed to the Railway Companies for reduced fares;
to the people of Belleville, and to the Corporation of that Town, for their generous
hospitality; to the Government of Ontario, for similar kindness; to Doctor
Palmer, the Principal, and other officers of the Belleville Institution, for the kind-
ness shown by them to the Members of the Convention ; to the Wardens and County
Councils of Hastings and Prince Edward, for entertainments; to the Reporters,
for full and accurate reports; and to the President and Secretaries of the Con-
vention, for the manner in which they had discharged their duties
The excursionists reached Belleville shortly after midnight, every one express-
ing himself, or herself, delighted with the pleasant "day they had spent, and the
beautiful country they had seen. — Globe and Mail Reports.
EEPORT ON THE SYSTEMS OF POPULAR EDUCATION ON THE
CONTINENT OF EUROPE, 1868.
(CONDENSED.)
BY THE REVEREND DOCTOR RYERSON, CHIEF SUPERINTENDENT OF EDUCATION OF
ONTARIO.
To His Excellency Major-General Stisted, C.B., Lieutenant-Governor of the Province
of Ontario.
MAY IT PLEASE YOUE EXCELLENCY:
I deem it my duty to lay before Your Excellency, for the Information of the people
of this Province, through their Representatives, a Special Report, embracing the
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 249
results of observations and enquiries respecting the systems of Public Instruction
in several Foreign Countries as compared with that of Upper Canada, and offering some
suggestions for the advancement of Education among us. I am induced to make this
Report under the following circumstances: —
SCOPE AND OBJECT OF THIS SPECIAL REPORT.
When, in the latter part of 1844, I entered upon the task of devising a system of
Public Elementary Instruction for the then Province of Upper Canada, I prefaced my
work by a preliminary enquiry of more than twelve months into the systems of Public
Instruction in the neighbouring States of America, and several Countries of Europe,
especially Great Britain and Ireland, France, Holland, Prussia, some Minor States of
Germany, and Switzerland. I embodied the results of my enquiries and observations
in a "Report on a System of Public Elementary Education for Upper Canada," which
was laid before our Government and Legislature in 1846, and according to the recom-
mendations of which a Law was framed and our present Educational System was
established. One part of my plan of labour was, to make, once in five years, an
Official Visit to each College of Upper Canada, to consult, at a public County Conven-
tion, on the progress, working and defects of our System of Education; and to make,
also, once in five years, an Educational Tour of observation and enquiry into the work-
ing and progress of the Systems of Public Instruction in the chief educating Countries
of America and Europe, that we might avail ourselves, as far as possible, of the
experience of both Hemispheres in simplifying and improving our own System and
methods of diffusing education and useful knowledge among all classes of the popula-
tion. With this view I have, several times, visited all the Counties of Upper Canada,
and been permitted in 1850-1, and again in 1855-6, to make educational Tours in the
United States and Europe, as also again in 1866-7. During this last Tour I was directed
by the Government to make special enquiries in regard to Institutions for the educa-
tion of the Deaf and Dumb and Blind, with a view to some effective legislation and
measures for the education of those afflicted classes of our fellow-creatures. . . .
It is my pleasing duty to add that in each of these Tours of inspection and enquiry
I was favoured by Her Majesty's Secretary of State for Foreign Affairs, — on former
occasions by the Earl of Clarendon, and last year by Lord Stanley, — with Letters of
Introduction to the British Ambassadors at the Court of each of the Countries I
intended to visit, and through whom I obtained every Document and facility of enquiry
requisite for my purpose.
Under these circumstances, and on the creation of a new Legislature, and the
inauguration of a new system of Government, it seems appropriate to review the prin-
ciples and progress of our System of Education in the light of the Educational Systems
of other Countries, and determine to be second to no Country in our plane and efforts
to secure to the whole of the rising and future generations of this Province of the
Canadian Dominion the advantages and blessings of a sound, Christian Education.
COMMISSIONS OF EDUCATIONAL INQUIRIES BY OTHER COUNTRIES.
In this course of foreign educational enquiry, we have but followed the example
of older educating Countries. Three distinguished American eduactionists, besides
ordinary Travellers, have visited Europe for the express purpose of studying its educa-
tional systems. . . .
In 1838, Professor Stowe Inspected and made a brief but excellent Report on
Education, and especially on the system of Normal Schools in Prussia; and in 1843,
the late Horace Mann, then Secretary of the Massachusetts Board of Education, made
a School Tour in Europe, and reported especially upon the character and methods of
School discipline and teaching In Holland, Prussia, England and Scotland. A few
years since, Doctor Henry Barnard, — now at the head of the new National Depart-
250 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
ment of Education at Washington, made an Educational Tour in Europe; and he has
written, largely and lucidly on Education and the Normal Schools and other Educa-
tional Institutions of Germany, France, England, etcetera. I am indebted to Doctor
Barnard for several facts and references in the following pages.
As early as 1831, the French Government deputed the justly celebrated M. Victor
Cousin to make a Tour of inspection in Germany, and to report not only on Primary
Education, but on the higher Schools and Universities. M. Cousin occupied half of
his Report of two Volumes with Prussia, but describes the Educational Institutions
of Weimar, Saxony, Frankfort-on-the-Main, and Holland. As the earliest fruit of that
Report, M. Guizot, then French Minister of Public Instruction, devised and put into
operation a System of Public Instruction for France, which, with some important
modifications, remains to the present day, — the most comprehensive and complete in
Europe, except that of Prussia. Again, in 1854, M. Eug6ne Rendu was charged by the
French Ministry of Instruction to visit Germany and study the state of Education
there; and lastly, in 1865, the French Ministry of Public Instruction directed M. J. M.
Baudouin to inspect and study and report upon the organization and methods of Public
Instruction in Belgium, Germany and Switzerland.
The British Government has appointed various Commissions to investigate and
report on the Systems of Instruction on the Continent. Within the last ten years an
Education Commission, appointed by the Queen and presided over, until his death,
by the late Duke of Newcastle, has enquired into the state of Popular Education in
England, with a view to consider and report upon measures for the extension of sound
and cheap Elementary Education to all classes of the people. That Commission haa
appointed Assistant Commissioners to visit France, Holland, Switzerland, Germany,
the United States and Canada.
To make these important enquiries, Mr. Matthew Arnold, M.A., — son of the late
celebrated Reverend Doctor Arnold, — was appointed to visit France, Holland and
French Switzerland, and the Reverend Mark Pattison, B.D., was appointed to make
enquiry into Elementary Education in Germany; and the Reverend James Fraser, M.A.,
was appointed to visit the United States and Canada for the same purpose.*
I have, of course, availed myself of the Reports of these able men, as well as of
the Official Reports and Laws of the several Countries I have visited, in order to assist
my own enquiries and enlarge my knowledge on the many topics of investigation.
Their opinions will be frequently quoted in the following pages.
I. PUBLIC INSTRUCTION IN FRANCE.
France, formerly divided into thirty-four Provinces, has, since 1789, been divided
into Departments; each Department is divided into Arrondissements; each Arrondisse-
ment is subdivided into Cantons and Communes.
SYSTEM OF PUBLIC INSTRUCTION — ITS THREEFOLD DIVISION.
The organization of the System of Public Instruction in France is in harmony
with that of the civil government. At the head of it stands The Supreme Council of
Public Instruction, presided over by the Minister of Public Instruction. This Council
fairly represents the different creeds and institutions of France. The Clergy, both
Roman Catholic and Protestant, although included in every School Corporation, or
Council, are always in a small minority. In France the Church is completely subject
to the State. All the Members of the Supreme Council are named by the Emperor
for one year. The Council assembles at least twice a year, and gives its opinions on
projected Bills and Decrees concerning Public Instruction, on Regulations respecting
Programmes of Study, and has control over all Councils of Academies (Universities),
* For Mr. Fraser's Report on the School System of Upper Canada, see pages 98-100 of the
Eighteenth Volume of the Documentary History of Education in Ontario.
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 251
of which there are sixteen, — each Academy having one or more of the Faculties of
Law, Medicine, Literature and the Sciences, — and Lyceums (Grammar Schools), Col-
leges, and Schools of Primary Instruction under its jurisdiction.
Public Instruction in France is distinguished into Instruction Superieure, — includ-
ing the Academies, with five Faculties, — Sciences, Letters, Theology, Law and Medicine;
Instruction Secondaire, — comprising the Lyceums, Royal and Communal Colleges, — at
which Students can take the Degrees of Bachelor of Letters and Bachelor of Sciences;
and Instruction Primaire, — comprising Elementary or Common Schools. There is a
Normal School Superior, for training Professors for the Faculties in the Academies;
there are the Normal Schools Secondary, for the training of Professors for the Lyceums
and Colleges. None but Graduates, after competitive Examination, are eligible for
admission into these Normal Schools. There are also Primary Normal Schools, for the
training of Teachers for the Elementary Schools.
GOVEBNMENT INSPECTION OF SCHOOLS
Over all these Academies, Colleges, and Schools, there is a rigid system of inspec-
tion. There are eight Inspectors-General for the Academies, or Faculties; six Inspectors-
General of the Lyceums and Colleges; and two Inspectors-General to oversee the
numerous local Inspectors of the Elementary Schools. Each of the sixteen Academies
has a district of country embracing several Departments, and is presided over by a
Rector, who has charge of the Normal Schools, and the Course of Study and methods
of teaching in the Primary Schools, and who is assisted by an Officer in each depart-
ment of his district called an Academy Inspector, who has chiefly to do with Secondary
Instruction, but has also the supervision of Primary Instruction in his department;
and to him the Inspector of Primary Schools makes his reports, and on his representa-
tions the Prefect is for the most part guided in dealing with the primary Teachers.
DEPARTMENTAL CONTROL OF EDUCATION.
The Prefect is the head of the Department, and is assisted by a Departmental
Council, composed of thirteen Members, the majority df whom were formerly elected
by the ratepayers, but all of whom are now nominated by the Minister of Public In-
struction, except the Procureur-General, the Bishop and his ecclesiastical nominee, who
are ex officio members.
COMMUNAL CONTROL OF EDUCATION — RELIGIOUS PERSUASIONS — PROTECIION OF THE
MINORITY.
The Mayor and Municipal Council of each Commune have the immediate care and
oversight of each Communal School. The Mayor and the Cure", or Minister of Religion,
have the exclusive supervision of the moral and religious teaching of the School. In
France three forms of religious worship are recognized by Law, — the Roman Catholic,
the Protestant (Reformed and Lutheran), and the Jewish; and the Ministers of these
communions are alike salaried by the State.
SEPARATE SCHOOLS ALLOWED — RELIGIOUS LIBERTY MAINTAINED.
Difficulties having arisen in connection with Religious Instruction in the Common
Schools, Separate, or Denominational, Schools multiplied, and became rather the rule
than the exception. Each form of Religion is recognized by the State, is allowed to
have a Separate School; but the Departmental Council has power to unite in one Common
School children of different Religious communions. Yet if the children are thus united
in one school, their religious liberty is sedulously guarded. It is provided that the
Ministers of eacli communion shall have free and equal access to the School, at separate
times, to watch over the Religious Instruction of the children of their own communion.
Where the School is appropriated to one Denomination, no c'hild of another Denomina-
DOCUMENTS ILLUSTRATIVE Of EDUCATION IN ONTAEIO.
tion is admitted without a written request from Ms Parents, or Guardians. . . .
Thus the liberty and rights of the minority are protected in France.
METHODS OF PROVIDING FOB THE SUPPORT OF SCHOOLS.
The means of establishing and supporting the Schools are provided by the joint
action of the State, the Departments, the Communes, Fees of Pupils, and individual
contributions. Every Commune must provide a School House and residence for the
Teacher. Every Teacher must nave a lodging, or its equivalent in money, with a
minimum Salary of not less than 600 francs, ($120). If the Commune refuses, or
neglects, to provide by tax on the property at the rate of three per cent., the Govern-
ment imposes and collects it. If the Commune, on account of poverty, cannot raise
the sum required, the Department to which such Commune belongs must provide for
it. And if the revenues of the Department are not sufficient to meet the deficiencies
of all the Communes, the balance is supplied by the State.
NORMAL SCHOOLS FOE DEPARTMENTS.
Every Department must, by the Law of 1850, support a Normal School for the
Training of Teachers for Primary Schools; or, in certain circumstances, two, or more,
Departments may unite for that .purpose. The sum to be expended in support of a
Normal School is regulated by the Supreme Council of Public Instruction. The Salary
of the Principal, or Director, is borne jointly by the Government and the Department;
the Salaries of the other Teachers is borne by the Department.
PROVISION FOR SUPERANNUATED TEACHERS.
in each Department an increasing fund is established for the relief of aged
Teachers, and of the Widows and children of Teachers who have died in their work.
Each Teacher must subscribe one-twentieth of the Salary he receives from the Com-
mune; and the sum-total of his subcription, together with the interest on it, is returned
to him when he retires, or to his Widow and children when he dies.
UNIVERSITIES, COLLEGES, SUPERIOR NORMAL SCHOOLS AND STUDENTS.
Under the head of Instruction Superieure, there are the sixteen Academies, or
Universities, with their one, or more, Faculties each, distributed among the principal
towns of France. All of the Lectures are public and free.
In the system of Secondary Instruction, there are 63 Lyceums and 244 Communal
Colleges, (Superior Grammar Schools), aided and inspected by the State. All the Towns
possessing Faculties have also Normal Schools (Ecoles Normales Sup6rieures), for pro-
viding the Lyceums and Communal Colleges with Masters and Teachers, besides the
Superior Normal School at Paris, for the training of Candidates for Professorships in
the Universities, and which is under the control of the Minister of Public Instruction,
administered by three Directors. . . .
BOYS' SCHOOLS, AND MIXED SCHOOLS FOR BOYS AND GIRLS. GIBLS' SCHOOLS.
In the 36,692 Communes provided with Schools, there are about 46,000 Public
Schools; one-half of that number is for Boys, and the other half are mixed Schools
for Boys and Girls. The children of the two sexes are united in Communal Schools;
of which 15,150 are taught by male Teachers, and 2,653 are taught by female Teachers;
1,581 are taught by male, and about 2,000 by female Religious Orders. . . .
Of the 37,510 Communes of the Empire, about 20,000 are provided with Schools for
Girls. So that there are a number of Communes yet unprovided with Schools specially
for Girls.
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 253
FBEE SCHOOLS.
Every Commune has the discretionary power, from its own resources, to support
one or more Free Schools — Ecoles Entierement Gratuites.
MINIMUM SALARY OF TEACHEBS.
Besides the lodgment and furnished School House, every Commune is obliged to
furnish the Public Teacher a certain allowance. (Law of 1850.) The decree of the
19th April, 1862, fixes in the following manner the minimum Salary of Teachers: —
(1) From 1 to 5 years' service 600 francs. ($120).
(2) After 5 years 700 francs. ($140).
(3) After 10 years ; 800 francs. ($160).
(4) After 15 years 900 francs. ($180).
The female Teachers who teach the Public Schools enjoy an allowance, the minimum
of which is determined by a decree of the 31st December, 1853, as follows: —
1st class 500 francs. ($100) .
2nd class 400 francs. ($80).
NORMAL SCHOOLS.
There are 115 Establishments especially charged with the training of Teachers for
the Public Schools, — by Normal Courses of Instruction in Faculties. The engagements
contracted by Teachers trained in the Normal Schools to devote ten years to public
teaching, are generally fulfilled. . . .
For the training of female Teachers, there are a number of Normal Schools and
Normal Courses of Instruction in other Establishments. . . .
INFANT SCHOOLS AND THEIB TEACHERS.
There is yet another class of Schools, — infant Schools, — Salles d'asile. To be placed
at the head of an Infant School, the Mistress must be provided with a Certificate of
Aptitude. In the chief Town of each Department, there is a Commission to examine
Candidates and give Certificates of Aptitude.
From the "Resume" General" of the French Minister of Public Instruction (M.
Duruy), I extract the following remarks and statistics: —
GENERAL SUMMARY OF EDUCATION IN FRANCE.
The establishments of Primary Instruction are divided into four classes, or cate-
gories, namely: —
Normal Schools. — 1. Establishments designed to train Teachers, — male and female.
2. Primary Schools, properly called, in which children are received from seven to thirteen
years of age, (Boys' Schools, Girls' Schools and Common Schools for both sexes). 3.
Infant Schools. 4. Supplementary, (evening) Schools, opened for adults and Appren-
tices.
Primary Instruction is also given in special classes attached to Colleges, Lyceums,
Secondary Schools, and in Establishments appertaining to different administrations, as
Prison Schools, Regimental Schools, Schools of Arts and Trades, Agricultural and
Veterinary Schools. . . .
REASONS FOB NON-ATTENDANCE AFTER THE AGE OF TWELVE.
The acts of the Religious life regulate, in general, the duration of the School period.
The first Communion in the Roman Catholic Church takes place between eleven and
twelve years of age. Very few children attend the School when they have no more
-catechism to recite, as many go there only to learn it. In Protestant countries, where
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
the first Communion is at about sixteen years of age, this limit is also that of School
age; and this delay which, in some degree, prolongs childhood, prolongs also the study
of the School.
BEIEF STATISTICS OF FRENCH SCHOOLS.
Public primary instruction in France cost £1,910,000 in grants and taxes.
French Schools. — France possessed, in 1866, nearly 70,000 Primary Schools. Of
this number all but 18,000 were not aided, but maintained out of an expenditure of con-
siderably less than one million and three-quarters sterling; the Private Schools received
amongst them some assistance out of it.
NATIONAL AND RELIGIOUS CHARACTER OF THE FRENCH AND ENGLISH SYSTEMS.
French Religious Element. — The French system is Religious; not in the sense in
which all Systems profess to be more or less Religious, in inculcating the precepts of
a certain universal and indisputable morality; it inculcated the doctrines of morality
in the only way in which the masses of mankind ever admit them in their connection
with the doctrines of Religion. ... In this it coincides with the systems of Eng-
land and Germany. Morality, — is dignified, by being taught in connection with Religious
sentiment; but legalized, by being taught in connection with religious dogma, — this
is what the French system makes the indispensable basis of its primary instruction.
The French system does not seek divisions; it accepts those that are radical, irrecon-
cilable. All minor shades of division that may without violence to their nature com-
bine, It leaves to combine; it does not deepen by distinguishing them. Protestantism
and Roman Catholicism, the great rival systems of authority and enquiry; Judaism,
Inveterate in its faded isolation; these it recognizes as necessary, irreconcilable. It
recognizes these, but it recognizes no other. - In an Empire of thirty-six millions it
recognizes no other. . . .
English Denominational Influence. — In England the State makes itself Denomina-
tional with Denominations. It offers to them no example of a civil unity in which
religious divisions are lost; in which they meet as citizens, though estranged as sectaries.
It makes its inspectors Anglican with the Anglicans, Roman Catholic with the Roman
Catholics, Orthodox Presbyterian with the Old Church of Scotland, Free Church with
the New. It does not hold itself aloof from the Religious divisions of the population;
it enters into them. . . .
FINANCIAL PROVISION FOE SCHOOLS IN FEANCE.
Schools and Teachers. — The French system, having undertaken to put the means
of education within Its people's reach, has to provide Schools and Teachers. Here
again it altogether diverges from ours, which has by no means undertaken to put the
means of education within the people's reach, but only to make the best and richest
elementary Schools better and richer. The French plan places its Schools chiefly, but
not absolutely, in the hands of local Boards; it tempers the parsimony of the parish
with the more liberal views of the central power, and between the parish Contributor
and the State Contributor it places a third Contributor of less narrow spirit than the
first, of more economical spirit than the second, — the Department, or County. . . .
CENTEAL AND LOCAL CONTEOL OF TEACHEBS — INSPECTION.
The State has provided Schools and Teachers; under what authority shall It place
them? Of Inspection, the great guarantee of efficiency, it has abundance; it has first
Inspectors General, then Rectors and Academy Inspectors, then Primary Inspectors,
then Cantonal Delegates, then the Parish Authorities, the Mayor and the Minister of
the persuasion followed by the Scholars.
DOCTOR RYERSON'S REPORT ON EDUCATION" IN EUROPE. '<J55
FKENCH AND ENGLISH SYSTEMS OF INSPECTION COMPARED.
The machinery of French inspection is perhaps a little redundant. It is found
impossible to obtain from the Cantonal Delegates, unpaid and with occupations of
their own, that regular intervention in the details of Primary Instruction which the
Government solicits from them. The Primary Inspectors are the very life of the School
System; their inspection is a reality, because made when not expected. The Academy
Inspectors, receiving the reports of the Primary Inspectors, and themselves in con-
nection with the Academies of France, supply local centres for dealing with the mass
of details received from the Primary Inspectors, and thus relieve the Central Office
in Paris. The four Inspectors-General, in personal Communication with the School
Authorities, the Primary Inspectors and the Minister, preserve the latter from the
danger of falling a victim to the routine of his own Bureaux, while he also obtains
from four picked and superior men a unity of appreciation of School matters which
he would seek for in vain from the Primary Inspectors, chosen necessarily with less
advantage of selection. If I were asked to name the four deficiences most unanimously
remarked in our System by the most competent Foreign judges whom I met, they
would be these: — First, the want of distinct centres for managing the current details
of School business, and the consequent inundation of our London Office with the whole
of them. Secondly, the inconceivable prohibition to our Primary Inspectors to inspect
without previous notice. Thirdly, the denial of access into the ranks of the Primary
Inspectors to the most capable Public School Masters. Fourthly, and above all, the
want of Inspectors-General.
COMPARATIVE INFLUENCE OF FRENCH AND ENGLISH SCHOOL LEGISLATION.
The intelligence of the French people is well known; it places them among the
very foremost of ancient and modern nations. It is the source of their highest virtue,
a certain natural equity of spirit in matters where most other nations are intolerant.
I suppose that this intelligence is a thing not altogether peculiar and innate in the
people of France; if it were, the upper classes, adding high culture to this exclusive
gift, would exhibit over the upper classes of other nations a superiority of which
they certainly have not given proof.
French and English Legislative Diction. — This works partly by its form, partly by
its spirit. By its form it educates the national intelligence, not otherwise than as all
French legislation tends thus to educate it; but even this is worth noticing. . '. .
Let the English reader compare, in their style and diction alone, M. Guizot's Education
Law, with the well-known Bill of a most sincere and intelligent friend of English edu-
cation, Sir John Pakington. Certainly neither was the French Law drawn by M. Guizot
himself, nor the English Bill by Sir John Pakington; each speaks the current language
of its national legislation. But the French Law, (with a little necessary formality, it
is true), speaks the language of modern Europe; the English Bill speaks the language
of the Middle Ages. I assert that the rational intelligible speech of this great public
voice of her Laws has a directly favourable effect upon the general reason and intel-
ligence of France.
From the form 1 pass to the spirit. It is not a light tiling for the reason and
equity of a nation that her Laws should boldly utter prescriptions which are reason-
able and equitable. It is not a light thing for the spread, among the French masses,
of a wise and moderate spirit on the vital and vexed questions of Religion and Educa-
tion, that the law of 1833 should say firmly: — Le voeu des peres de famille sera toujours
consults et suivi en ce que concerne la participation de leurs enfants 3, 1'instruction
religieuse! It is not a light thing that the whole body of modern French legislation
on these critical questions should hold a language equally firm, equally liberal. To this it
Is owing that, in a sphere where the popular cry in other Countries either cannot be
relied on, or is sure to be wrong, there exists in France a genial current of sound public
256 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
opinion, blowing steadily in the right quarter. To this it is owing that from dangers,
which perpetually thwart and threaten intellectual growth in other Countries, intel-
lectual growth in France is comparatively secure. It is with truth that M. Guizot
says in his latest work, "C'est la grandeur de notre pays que les esprits ont besoin
d'etre satisfaits en meme temps que les interets. . . ."
II. PUBLIC INSTRUCTION IN PRUSSIA.
The Prussian system of Public Instruction has attracted the attention of other
Countries more, and is better known than that of any other Country in Europe. The
most elaborate account of the Prussian system is that of M. Victor Cousin, who visited
Prussia by order of the French Government in 1831, and whose Report embraces not
only an account of Primary Education, but also of the higher Schools and Universi-
ties. . . .
The fact is the Prussian administration of government in regard to Education is
provincial, — the growth of a century and more, — the result of usages, Laws, Degrees,
Regulations, instructions in each of her ten Provinces, or local Governments, and vary-
ing according to the circumstances and population of each of those Provinces, though
the fundamental principles and many features of it are common to all the Provinces.
It is only since 1855 that there has been a general School Law in Prussia.
PROVINCIAL AND MUNICIPAL ORGANIZATION OF THE KINGDOM.
Provinces. — Down to wihin the last two years the Kingdom of Prussia was divided
into ten Provinces; each of these Provinces is sub-divided into twenty-five Regencies;
each Regency is again sub-divided into Circles, and each Circle into Parishes. Each
Province has its Governor (Ober President), who is assisted by a Council called a
Consistory, exercising functions for the Province similar to what the Supreme Minis-
terial Council at Berlin exercises for the whole Kingdom. It has direct control over
the Secondary Instruction and the Normal Schools for the education of Primary
Teachers in the Province. . . .
Regency. — The next smaller political division, after the Province, is the Regency,
presided over by a President and assisted by a Council. This Council is divided into
three sections, one having charge of School matters. The School Committee examines
and appoints all the Teachers of Elementary and Burgher Schools, sees to keeping in
order the School Houses, collects the School Fees, and administers the School Funds.
Circle. — Then in each of the Circles an Inspector, a Clergyman, has charge of
several parishes in School affairs. . . .
School Board. — In the Cities and large Towns there is a Board of Management over
all the Schools, and a number of the Municipal Council appointed by the Government
to oversee all the Schools. There is also a Committee of Management over each School.
EXECUTIVE POWER OVER THE WHOLE EDUCATIONAL SYSTEM IN PRUSSIA.
Functionaries. — There is thus a regular gradation of authorities from the School
Master up to the Minister of Education, and every part of the system of Primary
Instruction takes its direction from the highest authorities, and is within the control
of the Central Government. . . .
RELIGIOUS INSTRUCTION AND SEPARATE SCHOOLS.
Religious Instruction. — In regard to Religious Instruction in connection with the
Schools, it has always been recognized throughout Protestant Germany that the Church,
as well as the State, has an obligation in respect to Elementary Education. . .
The Pastor of the Parish is ex-officio local Inspector of the Schools, both chief and
affiliated, within his Parish; but the term Inspector implies much more than is meant
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 257
by it in England, including superintendence, as well as visitation. The composition of
the local School Board varies in different Provinces; but in all the Clergyman of the
Parish is a Member; in most he is Chairman. . . .
Separate Schools. — The Primary Schools in Prussia have been from the beginning
in the 16th century Denominational and chiefly Protestant, until the present century.
By the Law of 1794 the School was assigned a place among the other State Institu-
tions; but it remained subject to the inspection and management of the Ecclesiastical
authorities. Provision was, however, made for the recognition, management, ceremonial
observances and teaching of Roman Catholic Schools, and when the Prussian Monarchy,
after the Napoleonic invasion, grew in extent and aggregated large masses of Roman
Catholic subjects, Roman Catholic Schools became an important, as well as integral,
part of the School System. The Schools existing in those Countries at the time of
their annexation to Prussia were Roman Catholic. . . . The strictly secular School
was introduced into the Western Provinces with the French Law, as a necessary
portion of the Municipal System of that Law in which the Commune is a purely civil
division; but although the Napoleon Code is still retained a cherished possession by
the inhabitants on the left bank of the Rhine, the Schools have almost all become
Confessional Schools, and this without any legislative enactment, but by the mere
current of circumstances. . . .
FUNDS FOB SUPPORTING THE PRUSSIAN SCHOOLS.
As the endowment funds applicable to School purposes are very small, nearly the
whole cost of the vast system of Elementary Education is defrayed by annual taxation
of some kind. The funds for supporting the Primary Schools are derived chiefly from
three sources: — 1. School Fees of children. 2. Local School Rate. 3. Grants on the
ground of poverty, etcetera.
EDUCATIONAL OBLIGATIONS OF PARISHES, OR COMMUNES, IN PRUSSIA.
Every Commune must find School room and teaching for all the children from
six to fourteen years of age belonging to it ; and every Commune must provide for the
support of its School, as far as it is able. The Law declares that not only shall provision
be made for the education of every child of School age, but that every child shall
attend School during that age, and that every Commune shall provide for the education
of its own children, and shall only claim assistance from the State in case of the
inability from poverty to fulfil the requirements of the Law. The Prussian System of
Primary Instruction rests upon the obligation of each Parish, or Commune, to provide
for the Common School Education of its own children; and its efficiency arises from
the universality of the enforcement and fulfilment of this obligation, and the thorough
Elementary Education given to every child in the Kingdom. . . .
The departmental Government determines the Salary of the Teacher. Each Com-
mune School has its local Board of Trustees; but the mode of providing the local funds
for the support of the School greatly varies in the different Provinces and Districts.
The following is the common feature: — The School Board of each Commune determines
what the School Fees payable by Parents of Pupils shall be, the Law fixing the mini-
mum at one groschen (two cents) per week, and the maximum at fifteen Prussian
dollars ($11.25) per year, or a fraction less than a dollar of our money per month. In
determining what these Fees shall be, the School Board considers what Parents are
able to pay. These Fees are collected by the School Board; are applied, as far as they
will go, towards the support of the School. For the remaining part of the outlay
required the School Board applies to the Commune, which provides by a Rate on
property according to valuation as with us. If this Rate, according to a certain per-
centage on the property of the Commune, is insufficient to support the School, then
application is made for a Grant from the State funds. Out of the more than 30,000
Parishes, or Communes, comparatively few are thus aided by the State, the aggregate
17
258 DOCUMENTS ILLUSTRATIVE OP EDUCATION IN ONTARIO.
amount granted by which is small in comparison with the sums provided from local
sources. The Prussian Law on this subject since 1794 is as follows: —
" Where there are no endowments for the support of Common Schools, then the
maintenance of the Teacher falls upon the collective Householders, without distinction
of Religion. . . ."
DIFFUSION OF EDUCATION IN PBUSSIA.
In no other Country is there so thorough and universal Common School Education,
or so complete a provision for the education of all classes in all branches of science
and literature, and for all the Trades, employments and pursuits of life, as well for
the Blind, as for the Deaf and Dumb.
PBINCIPLE OF COMPULSORY EDUCATION IN PRUSSIA.
The principle being avowed' that every child shall be educated, and -well educated,
the Government provides for the removal of every obstacle to the application of that
principle. . . . This is the ground and abject for the exercise of what seems an
arbitrary power. And upon the same ground is the power of compelling the educa-
tion of each child from seven to fourteen years of age, inclusive, to prevent any Parent
from robbing his child of the sacred right of a good education, and of depriving the
nation of an educated citizen. . . . It is as much a matter of course that the chil-
dren of the Peasant, the Farmer, the Artizan, the Labourer, should take their daily
road to School, as that those of the Tradesman, the Merchant, the Banker, or the Judge
should. This is a consequence of the universal prevalence of Day Schools. In attend-
ing the Day School the child is but doing what all the children of the place, rich as
well as poor, are doing. This habit of universal attendance at the Day Schools is one
of the most precious traditions of the German family. The compulsory School attend-
ance dates from the earliest period of the Reformation, and was recognized as a
Religious duty long before it became a Law of the State. From the time of Luther's
address to the Municipal Corporations of Germany, 1524, this has been so recognized,
whether it was enforced by enactment, or not. When, in the beginning of the 18th
century, Freidrich Wilhelm began to issue royal Ordinances for the regulation and
improvement of Elementary Schools, we find these Ordinances assuming, not enacting
de novo, universal School attendance of all unconfirmed persons [confirmation takes
place at the age of fourteen, or sixteen, after a course of Religious Instruction]. The
edict of 1716, (Which Is popularly regarded as the source of the Prussian Compulsory
System, does really nothing more than give the sanction of the royal Ordinance to an
existing practice. Compulsory education in Protestant Germany never had to contend
with an adverse public opinion; not because the spirit of personal liberty is wanting,
but because there has never been a time when it was not thought part of parental
duty to have the children properly educated.
Popularity of the Prussian System of Education. — Mr. Kay, late Travelling Bachelor
of the University of Cambridge, in his work on " The Social Condition and Education
of the People of England and Europe." states as follows on this subject: —
" I went to Prussia with the firm expectation that I should hear nothing but com-
plaints from the peasants, and that I should find the School nothing but a worthy
offshoot of an absolute Government. To test whether this really was the case or not,
as well as to see something of the actual working of the system in the country districts,
1 travelled alone through different parts of the Rhine Provinces for four weeks. During
the whole of my solitary rambles I put myself, as much as possible, into communica-
tion with the Peasants and with the Teachers, for the purpose of testing the actual
state of feeling on this question. Judge, then, of my surprise, that although I con-
versed with many of the very poorest of the people, and with both Romanists and
Protestants, and although I always endeavoured to elicit expressions of discontent, I
never once heard in any part of Prussia one word spoken by any of the Peasants against
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 259
the educational Regulations. But, on the contrary, I everywhere received daily and
hourly proofs of the most unequivocal character of the satisfaction and real pride with
which a Prussian, however poor he may be, looks upon the School of his locality."
PBOTECTION OF PBUSSIAN CHILDREN AS TO EDUCATION AND IN FACTOBIES.
The protection of children against the neglect and avarice of Parents and rapacious
employers is humanely provided for in Prussia, as also in other German States. In
Berlin every youth proposed to be apprenticed must, at the time of his being appren-
ticed, be examined by the Guild of the Trade for which he is destined. If he can read,
write and cipher competently for the business, he receives a Certificate to that effect.
If not, he is sent back to School until he is able to do so. " Prussia," says Mr. Pattison,
" followed by Bavaria, Baden and other States, has minute Regulations for the pro-
tection of the children employed in Factories. The minimum age in Prussia is twelve.
No young person under sixteen can be employed in a Factory without a Certificate
of having regularly attended School for at least three years, or a Certificate
stating that the bearer can read and write. This Regulation does not apply where
the Mill-owner supports a School at his own expense, which the children in his employ
attend at such hours as the School councillor shall sanction. The maximum number
of hours for children under fourteen is now six hours, and their employment between
8 p.m. and 5.30 a.m. is prohibited. They must attend School at least three hours daily.
Special Inspectors for Factories are appointed only here and there, although they
can be sent to any Factory. Whether any Factory be under the supervision of a special
Inspector or not, the ordinary Inspectors are required to visit its School, as they do
ordinary Schools. A Manufacturer may be fined for employing persons under sixteen.
III. PUBLIC INSTRUCTION IN HOLLAND.
Holland is divided into eleven Provinces, each with its Governor and Elective
Assembly. The Town Council elect a certain proportion of the Provincial Govern-
ments, and the Provincial Government elect the lower Chamber of the States General,
or House of Commons. The States General is composed of two Chambers; the Upper
Chamber consists of fifty life Members, the Lower Chamber of fifty-five elective Mem-
bers.
HISTORICAL SKETCH OF EDUCATION IN HOLLAND.
The American School Commissioner, Doctor Bache, in his Report on Education
In Europe, 1838, remarks: — "The System of Primary Instruction in Holland is pecu-
liarly interesting, from its organization in an ascending series, beginning with the
local School Authorities and terminating in the highest authority, instead of emanating,
as in centralized systems, from that authority."
The first impulse to an improved system of elementary instruction in Holland
originated with a Mennonite Minister named John Nieuvenhuyseu, who, with other
citizens of Groningen, founded, in 1784, the " Society of Public Good," whose objects
were threefold: — 1. To prepare and circulate elementary works on religious and moral
subjects and the matters of every-day life. 2. To establish Model Schools, and tem-
porary Schools, with Libraries for the use of workpeople who had left School. 3. To
make and report enquiries into the true methods of School teaching and discipline,
and of the principles of the physical and moral Education of children. This was the
origin of modern investigations of these subjects and of improved Systems of Education
in both Europe and America. This Society was very energetic and successful; the
Government encouraged its efforts to prepare School Books, train Teachers, excite
attention to the state of the Schools, and gradually adopted its plans. In 1806, when
Holland was a Republic, the various Edicts and Regulations which had been published
from time to time were digested into a law and generalized for the guidance of the
200 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Country at large by M. Van den Ende, called the "Father of Public Instruction in
Holland," and who, from 1806 to 1833, as Commissioner, and acting under the authority
of the Home Department, directed the Popular Education of his Country.
FBENCH STATESMEN ON THE STATE OF EDUCATION IN HOLLAND.
So high was the reputation of the Dutch School Methods and System more than
fifty years ago that the French University deputed M. Cuvier, the great Naturalist, to
visit Holland in 1811, and report on the 'System of Public Education. He described
the astonishment and delight he felt in first visiting the Dutch Schools, and pronounced
them aibove all praise. " I confess that no Schools which I have visited in the United
States or in different Countries of Europe so deeply and favourably impressed me in
regard to discipline, methods of teaching, order and neatness, as those which I have
visited in the principal Cities and Towns of Holland." The English Commissioner,
Mr. Arnold, in his Report of 1860, says: — "I have seen no Primary Schools worthy
to be matched, even now, with those of Holland."
M. Cousin, the French Philosopher and Educationist, who has visited and reported
on the Schools of Prussia and other States of Germany in 1831, and prepared the famous
French School Law of M. Guizot in 1833, visited and reported on the School System
of Holland in 1836. Referring to the Dutch 'School Law of 1806, M. Cousin says: —
" This code of Primary Instruction was founded upon maxims so wise, so well con-
nected in all its parts, so conformed to the spirit of the Country, so easily adapted
itself, by the generality of its principles, to the convenience of Provinces the most
different, that it has continued until the present, without any material modifications,
through three great Revolutions: That which changed the Batavian Republic into a
Kingdom, first independent, afterwards incorporated with France; that which over-
threw King Louis, restored the House of Orange, and formed Holland and Belgium
into one Kingdom; and that which finally separated the two Countries, and reduced the
Kingdom of the Netherlands within its ancient limits.
STABILITY OF THE EDUCATIONAL SYSTEM OF HOLLAND.
" During thirty years no attack has succeeded against the Law of 1806, and it
could only be reached toy a Law; and when, in 1829, to please the Belgian liberals, the
Government proposed a new General School Law, making serious modifications in that
of 1806, the Chambers resisted it, and the Government withdrew its project. The Code
of Primary Instruction of 1806 has then remained intact, and has experienced neither
modification nor addition, nor any new interpretation whatever; it has controlled, and
still controls, the whole Primary Instruction of Holland; all the provincial Regulations
conform to it, and the particular Regulations of each School are founded upon this
Law and the provincial Regulations. The Law with these provincial Regulations and
the rules of each individual School are so little changed that I found in Holland, in
1836, the very same Regulations which M. Cuvier had seen in 1811, with the develop-
ments and solidity which time alone can give to Schools, as to all other institutions."
This System remained unchanged until 1857, when the Government introduced into
the States General a measure to amend and modify certain of its provisions, and the
great question of Denominational and Non-denominational Schools underwent one of
the most elaborate and profound discussions which have ever taken place on the sub-
ject in any Legislature. The Non-denominational character of the School System was
maintained; but it was modified in some of its practical details.
EPITOME OF THE SCHOOL SYSTEM OF HOLLAND.
I will now give an epitome of the Dutch School System as it existed from 1806
to 1857, and then notice the changes which were made in that year.
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 261
The Law of 1806, which was simple and short, adopted the then existing Schools,
whether established by the " Society for the Public Good," or by Municipal, or other,
public Bodies. But it was chiefly characterized by two provisions which are of the
greatest importance in any School Law, and which were the foundations of its great
success. It established a thorough system for the Examination of Teachers, so that
none but competent Teachers could be employed in the Schools. It provides a
thorough system of inspection for the Schools. This, indeed, was the great
object of the Law, and the chief aim of its Author; for thirty years after its
enactment, and three -years after the infirmities of age had compelled him to retire
from its administration, the memorable Van den Ende said to the French Commis-
sioner, M. Cousin, who visited him at Haarlem in 1836: " Prenez garde au choix de vos
inspecteurs; ce sont des hommes qu'il faut chercher une lanterne a la main" ("Take
care how you choose your Inspectors; they are men whom you ought to look for lantern
in hand").
Each Province of Holland, which is as large as three, or four, Counties in Upper
Canada, is divided into School Districts; and over each District is appointed a School
Inspector. The Inspectors of the several School Districts of a Province constitute the
Commission for Primary Instruction in the Province. What Baron Cuvier said in his
" Report to the French Government on the establishment of Public Instruction in Hol-
land," in 1811, is still true: — "The Government is authorized to grant to each Province
a certain sum to meet the compensation and the expenses of travel and meeting of the
Inspectors. The mode of choosing them is excellent; they are taken from Clergymen,
or Laymen, of education, who have signalized themselves by their interest in the educa-
tion of children, and skill in the local management of Schools; from Teachers who
have distinguished themselves in their vocation; and, in the large Towns, from Pro-
fessors of the Universities and higher grades of Schools." The English School Com-
missioner, Arnold, who visited and reported upon the School System of Holland, in
I860, remarks: — "This provincial School Commission [of Inspectors] met three times
a year, and received a report on his district from each Inspector who was a Member
of it. It examined Teachers for Certificates. It was in communication with the pro-
vincial government. Once a year it sent as its Deputy one of its Members to the Hague,
to form, with the Deputies of other Provinces, a Commission to discuss and regulate
School matters under the immediate direction of the Minister of the Home Department
and his Inspector-General. In his own district, by this Law, each Inspector is supreme;
local Municipal School Committees can only be named with his concurrence, and he
is the leading Member of them all; no Teacher, public or private, can be appointed
without his authorization; and he inspects every School in his District twice a year.
These powerful functionaries are named by the State, on the presentation for the
Inspectorships of each Province of the assembled Commission of Inspectors for that
Province. They receive allowances for their expenses while engaged in the business of
Inspection, but no salaries.
The Provincial and Communal administrations were charged to provide proper
means of instruction in their localities, to insure to the Teacher a comfortable sub-
sistence, and obtain a regular attendance of children in the Schools.
The provincial government fixed the Teacher's salary at a rate which made the
position of the Dutch Schoolmaster superior to that of his class in every other Country.
Free Schools for the poor were provided in all the large Towns and in the Villages,
which taught the poor gratuitously, but imposed a small admission Fee on those who
could afford to pay it. Ministers of Religion and lay Authorities combined their efforts
to draw children into the School. The Boards which distributed public relief imposed
on its recipients the condition that they should send their children to School. The
result was a popular education, which, for extent and solidity combined, has probably
never been equalled. Even in 1811, in the reduced Holland of the French Empire, M.
Cuvier found 4,451 Primary Schools, with nearly 200,000 scholars, one in ten of the
population being at School. In the Province of Groningen the Prefect reported, as in
162 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
1840 the Administration reported, that in the town of Haarlem there was not a child
ten years of age and of sound mind that could not read and write. The position of
Schoolmasters was most advantageous. Municipalities and Parents were alike favour-
able to them, and held them and their profession in an honour which then, probably,
fell to their lot nowhere else. Hardly a Village Schoolmaster was to be found with a
Salary of less than £40 a year; in the Towns many had from £120 to £160, and even
more than that sum; all had, besides, a House and Garden. The fruits of this comfort
and consideration were to be seen, as they are remarkably to be seen even at the present
day, in the good manners, the good address, the self-respect without presumption, of
the Dutch Teachers. . . .
RELIGIOUS AND MORAL EDUCATION IN HOLLAND.
In respect to religious and moral education in the Schools, I may remark with
Mr. Kay, in his " Educational Tour on the Continent " : " The Law proclaims, as the great
end of all instruction, the ' exercise of the social and Christian virtues.' In this
respect it agrees with the Law of Prussia and France; but it differs from those
Countries in the way by which it attempts to attain this end. In Holland the Teachers
are required to give religious instruction to all the children, and to avoid most care-
fully touching on any of the grounds of controversy between different sects."
Mr. Nicholls, in his Report to the Poor Law Commissioners of England on the
Condition of the Labouring Poor in Holland and Belgium, says: — "The Schools contain
without distinction the children of every sect of Christians. The Religious and moral
instruction afforded to the children is taken from the pages of Holy Writ, and the
whole course of education is mingled with a frequent reference to the great general
evidences of revelation. Biblical history is taught, not as a dry narration of facts,
but as a storehouse of truth calculated to influence the affections, to correct and elevate
the manners, and to inspire sentiments of devotion and virtue. The great principles and
truths of Christianity, in which all are agreed, are likewise carefully inculcated; but
those points which are the subjects of difference and religious controversy form no
part of the instruction for the Schools. . . ."
This remarkable system was established when Holland was a pure Republic, has
survived successive revolutions, is the original of the best features of the School
Systems in the United States, and still exists in its integrity under the present monar-
chical government of Holland. . , .
TEACHERS' CERTIFICATE OF QUALIFICATION.
As the Examining Board in each Province was composed entirely of School In-
spectors who had been selected for their office on account of their practical knowledge
as well as zeal in respect to Schools, the Examinations were thus rendered efficient and
stimulating, well adapted to produce a class of Teachers for primary instruction
unequalled in any other part of the world.
REGULATIONS FOR SCHOOL INSPECTORS, AND FOR BOARDS OF INSTRUCTION.
1
But if the Regulations were admirable in regard to the Examination of Teachers,
the Regulations in respect to the Inspection of Schools were no less practical and effec-
tive. This is, indeed, the corner-stone, the life, the soul of the Dutch School System,
as it must be of any efficient System of Public Instruction.
The following extracts from the Instructions are suggestive, and will show the
manner in which the duties of inspection have been provided for in Holland, making
each Inspector a sort of Normal School instructor of every Teacher under his charge
needing his counsels: —
" Article 1. — The Inspectors of Schools shall take the greatest care possible that
the instruction of youth be put upon a uniform footing, improved and rendered of
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 263
the most general and direct utility; that the Teachers are really capable of giving such
instruction; that their zeal be encouraged, their merits rewarded. Finally, that the
amelioration of primary instruction in general be presented to the public as interesting
and advantageous. The whole to be done in conformity with the following articles.
"Article %. — Each Inspector shall acquaint himself fwith the number and situation
of the Primary Schools, as also with the state of Primary Instruction throughout the
whole extent of his District. He shall endeavour to see that besides the necessary
number of ordinary Schools there shall also be a sufficient number of Schools for
children of tender age, organized in the best manner possible, and also Schools of
Industry, or Labour.
"Article 3- — He shall apply himself to become acquainted with the persons and
talents of the several Teachers in his District, and shall make notes of them. He shall
be always accessible to those who may think they need his counsels and explanations
in regard to their functions.
"Article 4- — He shall make it his special business to excite and maintain the zeal
of the Masters; and for that purpose he shall, at appointed times, assemble a certain
number of them. He shall then confer with them on the important end and attributes
of the functions confided to them, and upon the best manner of discharging them faith-
fully and usefully in behalf of youth."
Inspector's Visits. — The Inspector is bound to visit twice a year all the Schools of
his District which are subject to his supervision. . . .
In visiting the Schools which are under his direct supervision, he shall request the
Master to teach in his presence the Pupils of the different Classes, and who are in
different stages of progress, in order that he may judge of the manner in which instruc-
tion is regulated and given. He shall also note whether the Regulations concerning
primary instruction, as also the interior order of the Schools, are duly observed and
executed. At the conclusion of his visit the Inspector shall have a private conversation
with the Master, or Mistress, of the School upon all that he has remarked during his
visit. Each School Inspector shall keep notes of the remarks and observations which
he shall have made in the course of his visits for use in the manner hereinafter provided.
They shall specially take to heart the improvement of the School Rooms; the
instruction of the children of the poor, particularly in Villages and Hamlets.
At each ordinary meeting of the Commission, each Member shall present a written
Report of the Schools he has visited since the last meeting, the date of visiting them,
and the observations he made in regard to the state of the Schools under different
aspects. . . .
Reports to Government. — After each ordinary Meeting the Departmental Commis-
sioners shall forward to the Secretary of the Interior: —
(1) An authentic summary of the proceedings and acts of the Meeting.
(2) The original written Reports presented by each Member.
(3) The name and state of persons who have been examined during the sittings
of both the ordinary and extraordinary Meetings, stating the results of the examina-
tions, and the rank, or class, of Certificate which the persons examined have obtained.
SUPERIOR EXCELLENCE OF THE DUTCH SCHOOL REGULATIONS.
Such were the Governmental Instructions prepared and published in 1806 for the
inauguration and execution of the famous Primary School Law of that year, — instruc-
tions founded on a profound study of popular School economy, and adapted to interest
and include all classes in its administration, to secure well qualified Teachers and
good Schools, carefully superintended, while the Government would be thoroughly
Informed of all its operations, and be enabled by the suggestions of experience and
observation from all quarters, to remedy the defects and improve the efficiency of the
System from year to year. Thus Primary Education has become more extensively
and thoroughly diffused in Holland than in any other Country.
264 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The general rules for Primary Schools, prepared and published in 1806, are also
remarkable, not only from the period of their adoption, but for their practical char-
acter. I will extract the following: —
(1) The Primary Schools shall be open without interruption throughout the year,
except during times fixed for Holidays.
(2) During the whole time devoted to the lessons the Teacher shall be present from
the beginning to the end; he shall not occupy himself with anything except that which
relates to the teaching.
(3) The Teacher shall see that the Pupils do not needlessly go out of School,
especially that they be quiet and attentive in the School, and mit of School that they
show themselves peaceable, polite and modest.
(4) When the numiber of the Pupils exceeds seventy, measures shall be taken to
employ a second Master, or Under-master.
(5) The Pupils shall be received, as far as possible, only at fixed periods In the
course of the year.
(6) The Pupils shall be distributed, or classified into three divisions; each division
shall have its own separate place, and shall receive at each sitting the instruction
suitable to it.
(7) The Teacher shall see that Pupils are at all times clean in their dress, well
washed and combed; and he shall at the same time take the greatest care of everything
which may contribute to their health.
(8) The Schoolrooms shall always be kept in order; and for that purpose they
shall foe aired during the intervals of the classes, and scrubbed twice a week.
(9) There shall toe an Examination of each School at least once a year. On that
occasion the Pupils of the lower Classes shall be promoted to the higher Classes, and,
as far as possible, rewards shall be bestowed upon those who have distinguished them-
selves by their application and good conduct.
(10) When a Pupil who has distinguished himself by his progress and conduct
leaves the School, at the end of the Course of Study, he shall receive a Certificate of
Honour.
CO-OPERATION OP RELIGIOUS DENOMINATIONS WITH THE SYSTEM.
But that which has pre-eminently characterized the Dutch system of Primary
Instruction, is the independence of the Primary Schools of any Religious Persuasion,
and yet the co-operation of all Religious Persuasions in the work of Primary Instruc-
tion. It has stood the test of more than half a century, and held its ground in the
presence of differing and opposing systems on this point in France, Germany, and even
England; and the Christian intelligence, morals and virtues of the Dutch people in
comparison with those of any other people in Europe, are the best vindication of their
Primary School System, and of the adoption of this feature of it in Upper Canada. . . .
The Teachers only teach the doctrines common to all Religious Persuasions, and
Christian morals and virtues as taught by Scripture "biography and precept; but the
doctrinal part of Religious Instruction is left to the several Religious Denominations.
On the passing of the School Law for the organization of the School System, in 1806,
the Government addressed a Circular to the Protestant Synods and the Roman Catholic
Prelates on the subject, and received answers from them. These papers are of practical,
as well as of historical, interest to us in Upper Canada. I give a translation of some of
them, as follows: —
CIBCULAR OF THE SECRETARY OF STATE FOR THE INTERIOR, TO ALL SYNODS OF THE REFORMED
HOLLAND AND WALLOON CHURCHES, CONSISTORIES OF THE LUTHERAN, REMONSTRANT,
MENNONITE COMMUNIONS, AND PRELATES OF THE ROMAN CATHOLIC COMMUNION: —
" The -high importance which the Government earnestly attaches to Primary In-
struction in this Republic cannot have escaped your attention. No one of its powers
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 265
and duties is more attractive. May the improved scholastic institutions, under the
Divine benediction, bear the fruits which they appear to promise! They are opposed
to the progress of immorality in our Country; and the pure principles of Christian and
social virtues will by this means be implanted and cultivated in the hearts of future
generations. At least it cannot be doubted that this is the dearest wish of the Govern-
ment, and the first object which it proposes in the improvement of the Primary Schools.
The object of the Schools is not then merely to impart useful knowledge, tout they are
established as an energetic auxiliary for the improvement of morals.
" It is upon the same principle that the Government hopes that you will support
and make known its intentions in regard to Schools, and invites you, by the present
Circular, to employ your powerful influence for that purpose. . . ."
Nothing could exceed the cordiality with which the several Protestant Synods
and Consistories and the Roman Catholic Prelates responded to the sentiments and
objects of this circular. They expressed their wish and determination to co-operate
with the Government as desired by its circular. The reply of the Synod of the Reformed
Communion of Holland was: —
" 1. That the Synod has remarked with sincere joy this mark of the confidence of
the Government in the zeal and good dispositions of the Ministers of the Reformed
Religion. Honoured by this confidence it gives Your Excellency the assurance that
the Ministers of its jurisdiction have ceaselessly endeavoured to render themselves
worthy of it, both by giving Religious Instruction and by other indefatigable labours,
(in some very difficult circumstances), in which they will continue with the same zeal, —
flattering themselves that the intentions of the Government so clearly shown, and of
which the Synod has never doubted, will entirely remove the prejudice against the new
Scholastic Institutions as having a tendency to suppress the teaching of religious
doctrine, and to replace it by maxims and exhortations purely moral. The Synod will,
therefore, earnestly exhort the Ministers within its jurisdiction to continue as they
have done, to recommend both in their public sermons and in their pastoral visits,
and, on all occasions, diligent attendance at the Schools."
The Synods of the several Reform Communions returned substantially the same
reply, which the Minister of the Interior gratefully acknowledged.
The following are the admirable answers of the Roman Catholic Archbishops to
the Circular of the Minister of the Interior:—
" In answer to your Letter I have the honour to inform Your Excellency as fol-
lows:—
" Seeing that good School Institutions cannot but produce the most desirable results
in training youth not only to social but also to religious virtues, it is indubitable that
all the Ministers of the different Religious Communions in general, but those of the
Roman Catholic Communion in particular, should attach the highest interest to the
measures which the Government has taken, or will take, in that respect; and that they
should make it a duty to co-operate with it on their part to the utmost of their power.
" The Catholic Pastors will willingly take upon themselves the instruction of their
youth in the dogmas of their Religion, and will give lessons of the Catechism in the
Churches and on the days and at the hours which shall be judged the most appropriate
in the circumstances of their respective Parishes; — a subject on which I will enter into
communication with the Cure's that are subordinate to me. . . .
" Seeing that in all Christian Communions Sunday is consecrated to instruction
and the exercise of Religion, and that certainly Ministers have need of this day to
instruct the youth, especially those of the lower classes of the people; it is to 'be desired
that, on its part, the Government would adopt some efficacious measures to facilitate
the functions of Ministers in that regard. .
"MAUSEN, 13th June, 1806. J. VAN ENGELEN, Archbishop."
266 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
"The Letter of Your Excellency has duly reached me.
" I confess that I have read the contents of it with delight; and I flatter myself
that I and the several Cures of this Province will respond with all our power to the
salutary views of the Batavian Government, and that we will show that we are not
unworthy of its confidence.
" In order that concord, friendship and charity may reign among the various Com-
munions, it is necessary, in my opinion, that the Teachers should abstain from teaching
the dogmas of those various Communions. I except only the case in which the Teacher
who, besides having acknowledged probity and capacity, has only Pupils of a single
Communion. . . .
" To attain the salutary end which the Government proposes, and for which it
claims our earnest co-operation, it is with children that it is proper to commence; and
although in our Church the teaching of the dogma is not imposed, yet on account of
the exhortations of the Government which attaches so high importance to the well-being
of youth, we will with still greater ardour labour to fulfil our duties. We will
endeavour thus to give a mark to our submission, of our esteem and respect; and, at
the same time, we will pray God to deign to bless the efforts which the Government is
making for the general happiness.
" SNEEK, 13th June, 1806 . H. DE HAAS, Archbishop of Friesland."
THE RELIGIOUS DENOMINATIONS AND THE DUTCH SYSTEM.
By the new Constitution of 1848, all Religious Denominations were placed on a
footing of perfect equality. Protestantism lost its legal ascendancy, and the Roman
Catholics began immediately, in the assertion of their equal rights, to claim the literal
observance of the spirit of the Law of 1806. They did not ask for Separate Schools,
but they demanded the exclusion of all religious instruction from the Public Schools.
When the Government introduced a measure to make the modifications necessi-
tated by the constitution of 1848, the Chambers had to sanction afresh, or condemn,
the Non-denominational, or neutral, principle of the School Law of 1806; and in no
Parliamentary Assembly was the question ever more temperately, earnestly and pro-
foundly discussed.
Thus the neutral, or Non-denominational, character of the Public School System
was maintained. But although the Law of 1857 is substantially the same as that of
1806 in regard to Religious Teaching in the Schools, yet, as the question had been
raised, and the letter of the Law excluding all distinctive Religious, (or Denominational),
teaching was strictly enforced, the "Orthodox Protestants" (so called) are greatly
dissatisfied, and there is an increased demand for Private Schools, especially in the
Towns, where the desired Religious Instruction is given.
CHANGES MADE IN THE DUTCH SYSTEM IN 1857.
In the meantime the following are the principal changes made by the Law of 1857,
as stated by Mr. Arnold: —
The Certificates of morality and capacity are still demanded of every Teacher,
public or private; but the special authorization of the Municipality, formerly necessary
for every Private Teacher before he could open School, is demanded no longer. The
Programme of Primary Instruction, and that of the Certificate-examination of Teachers,
remain much the same as they were under the Law of 1806. Primary Instruction has
a much more extensive Programme than the corresponding Programme of France, or
Belgium. The Certificate Examination is proportionately fuller also.
The new Law expressly prescribes that Primary Schools, in each Commune, shall
be at the Commune's charge. The Law of 1806 had contained no positive prescription
on this point. School Fees are to be exacted of those who can afford to pay them, but
not of " children whose families are receiving public relief, or, although not receiving
public relief, are unable to pay for their schooling." The exact amount of charge to
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 267
be supported by a Commune before It can receive aid la not fixed by the Dutch Law;
neither is a machinery established for compelling the Commune and the Province to
raise the School Funds required of them. In both these respects the French Law is
superior. . ; .
The law fixes the legal staff of Teachers to be allowed to Public Schools. When
the number of Scholars exceeds 70, the Master is to have the aid of a Pupil Teacher;
when It exceeds 100, of an Under-master; when it exceeds 150, of an Under-master
and Pupil Teacher; for every 50 Scholars above the last number he is allowed another
Pupil Teacher; for every 100 Scholars another Under-master.
The new legislation organized inspection somewhat differently from the Law of
1806. It retained the local School Commissions and the District Inspectors; but at
the head of the inspection of each District it placed a salaried Provincial Inspector.
It directed that these provincial Inspectors should be assembled once a year, under
the presidency of the Minister for the Home Department, to deliberate on the general
interests of Primary Instruction. The Minister for the Home Department, assisted
by a Referendary, is the supreme Authority for the government of education. . . .
The 16th article of the Law declares that children are to be admitted into the
Communal School without distinction of creed. For the much-debated 23rd article the
wording finally adopted was as follows: —
" Primary instruction, while it imparts the information necessary, is to tend to
develop the reason of the young, and to train them to the exercise of all Christian
and social virtues.
" The Teacher shall abstain from teaching, doing, or permitting anything contrary
to the respect due to the convictions of Dissenters.
"Religious Instruction is left to the different Religious Communions. The School-
room may be put at their disposal for that purpose, for the benefit of children attend-
ing the School out of School hours."
IV. PUBLIC INSTRUCTION IN SWITZERLAND.
This Alpine Country, one-fifth less in extent than Nova Scotia, consisting of 22
Cantons and 25 Republics, is formed into one Confederacy, having no seaport, yet
carrying on maritime trade not only "with France, Germany and Italy, but also with
England and America, is a curiosity in history, a study for the Statesman and Educa-
tionist. . . . All its civil affairs are administered with remarkable economy, while
its Schools and Colleges are lar more numerous than those of any other Country in
proportion to the population.
Formerly Its Cantonal Governments were mere oligarchies. . . . Since 1830 the
true principles of civil freedom have become practically predominant. The System of
Popular Education in Switzerland, like that of France, dates from 1833. . . .
EDUCATION IN THE Swiss CANTONS.
Each Canton of Switzerland has its own System of Public Instruction, and is
divided into Communes, as our Townships are divided into School Sections.
Geneva, though one of the smallest of the Swiss Cantons, with a population of
only 66,000, is one of the most important by its manufactures and territorial riches,
and the most celebrated by the political and religious events of which it has been
the theatre. The City of Geneva has its University, founded by Calvin in 1559, a
Classical College, a School of Arts and Manufactures, a Public Library, an Observatory,
an Industrial School, an Industrial College, three Secondary Schools, a School for
Deaf Mutes, and several learned Societies, besides Primary Schools. After the Revo-
lution of 1846, the Schools of the City and Canton were declared free. . . .
Vaud, including its capital, Lausanne, (where Gibbon wrote his " Decline and Fall
of the Roman Empire"), has 1 University Academy; 1 Cantonal School (superior);
268 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
2 Normal Schools and 1 Model School; 1 School for Deaf Mutes; 1 School of Gymnastics;
1 Institute for Orphans; a School for every 44 children and to every 273 inhabitants.
Neufchatel has 1 Theological University; 1 Superior Gymnasium, or College; 1
Superior School for Girls; 3 Industrial Colleges; 286 Elementary Schools, — one School to
every 315 inhabitants.
M. Baudouin, the French School Commissioner to Switzerland in 1865, remarks: —
" Throughout the whole Canton of Neufchatel Education is compulsory from six to six-
teen years of age, and the Law for the attendance at the School is strictly observed."
Mr. Arnold, the English School Commissioner tc Switzerland in 1860, observes: — "The
industrious and thriving Canton of Neufchatel, which has redoubled its activity since
its separation from Prussia, has lately bestowed zealous care upon its Primary Instruc-
tion, and is at present, of all the French Cantons, that in which it most flourishes."
The French School Commissioner remarks: — " The smallest Villages in the Canton
of Zurich have a School House, with a Residence and Garden for the Teacher. The
greater part of the School Houses are pretty, spacious, well lighted and pleasantly
situated."
In this Canton there are 320 Schools of Labour, including 8,590 Pupils, superin-
tended by 334 Mistresses, whose Salaries vary from 500 to 1,200' francs, ($100 to $240).
There are also 57 Secondary, or Classical, and High Schools, with 67 Professors, of
whom 57 are resident, — 2,200 Pupils, — 1,594 Boys and 60-6 Girls.
Public instruction in this Canton is placed under the authority of a Director General,
who is expert in all matters relating to Schools and Education.
Berne is the largest Canton in the Swiss Confederacy; and, since 1848, it has become
the capital of Switzerland, and the residence of the Ministers who represent the Foreign
Powers to the Federal Government. The Canton of Berne possesses 1 University; 2
Cantonal Schools; 1 Real School; 2 Institutes for Deaf Mutes; 3 Normal Schools for
male Teachers and 3 Normal Schools for female Teachers; 5 Progymnasiums; 29
Secondary or High Schools; 144 Private Institutions; besides Primary Schools.
GENEBAL REMARKS ON EDUCATION IN SWITZERLAND.
Cantons. — The investigation of the Educational Systems and Institutions of Switzer-
land is very instructive. It is divided into twenty-five independent Cantons, each of
which manages its own .System of Public Instruction.
Progress. — The development of Primary Education in Switzerland dates from 1833,
immediately after the overthrow of the old aristocratic oligarchies, when the Cantonal
Government became thoroughly popular, and the Education of the people was com-
menced on a liberal scale.
Subjects. — Education in the Primary School embraces: — Religious instruction; the
ordinary branches of instruction; Elements of Natural Philosophy, with its practical
applications; Instruction in the rights and duties of a citizen. In the Cantonal and
Industrial Schools the elements of Chemistry are taught, together with its application
to different kinds of Manufacture.
The Inspection of Schools is, as a general rule, very carefully provided for. There
are Cantonal and local Inspectors who visit the Schools, minutely examine them, and
exercise large powers in the appointment and removal of Teachers, and the organization
and discipline of the Schools.
Certificates. — Teachers must be certificated, and they are examined by a Central
Board of Public Instruction, which, (after a severe examination), gives each successful
Candidate a Diploma, stating the subjects he is qualified to teach; but, before a Teacher
is appointed to a School, he undergoes a second (competitive) examination before a
local Commission.
Salaries. — The minimum of a Teacher's Salary is fixed by Law in most of the
Cantons, — varying in each Canton, with an increase of 50 francs, $10 a year after ten
years' service. The minimum of a Mistress' Salary in Town is 900 francs ($180) ; in
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 269
the country, 700 francs, ($140). But there Is also what is called a casual of six cents
a montJi for every Pupil up to 50, .and four cents a month for every Pupil above that
number, paid by Government. ... It is worthy of remark that just in proportion
to the liberality of the Teacher's Salary, and the thoroughness of Inspection, is the
efficiency of the Schools to be seen in the different Cantons.
REPORT OF M. BAUDOUIN ON COMPULSORY EDUCATION.
M. Baudouin, the French School Commissioner, was sent by his Government to
Switzerland in 1865. Referring first to the Schools in the Canton of Zurich, and then to
those of other Cantons, M. Baudouin remarks as follows: —
" The Primary School is obligatory upon every one, and every Swiss from sixteen
years is subject and bound to the School, as every Swiss is by birth a Soldier.
" If the Parents desire to place their children in any private Institution, or to
educate their children under their own eyes, the Law does not forbid them; but they
must previously state their reasons to the President of the School Commission, which
ordinarily grants the authorization requested. Notwithstanding, the Commission
reserves to itself the right of causing such children to be examined when it thinks
proper, in order to be satisfied that they receive an instruction equivalent to that which
is given in the Public Schools.
" As long as the children are subject to School obligations, their family must pay
the School rate, or fees, as if they attended the Classes of the Communal School.
" The penalty, which in Germany varies a little in different States, is in Switzer-
land invariably severe. The Parent, or Guardians, who violate the Law by permitting
their children to absent themselves from the School without permission, or without
admissible excuse, are first warned; then, after a second absence of the child, are
punished by a fine of from eight to ten florins; and, in case of repetition, are con-
demned to prison by the ordinary tribunals."
GYMNASTIC EXERCISES IN SWITZERLAND.
M. Baudouin, the French School Commissioner to Switzerland in 1865, says: —
" The Government attaches the greatest importance to instruction in Gymnastics.
Thus, in order to have good Masters, it selects well-made, intelligent young men, who
show fondness and talent for physical exercises, and sends them to study, at its own
expense, -some years in the great Establishment at Dresden. They bring back excellent
methods, which they improve, and modify a little, in order to adapt them to the spirit
of their own Institutions; since the Gymnastic exercises are to prepare for military
exercises the Pupils of the Cadet Corps. The plan which the Professor of Gymnastics
proposes to follow must always be subject to a Commission of Superintendence. A
Member of the Military Commission must be present at the exercises."
MILITARY EXERCISES IN SWITZERLAND.
Almost all the Establishments of Superior Education in Switzerland are militarily
organized in infantry companies. From the age of eleven years all Boys have their
hours of military exercise, and wear a uniform, as if they already made part of the
Army. The largest Schools, besides their Companies of Infantry, have their Batteries
of Artillery, armed with two, three or four pieces of Cannon. The Artillerymen are
taken from the Pupils of the higher classes, who have already performed at least one
year's service in the Infantry Companies. On the recommendation of the Instructor-
General, and in accord with the Director of the Secondary School, the Inspector-
General designates, from among the Pupils of the Lower School, those who are to exer-
cise themselves on the drum, and names the largest of those selected as Drum-Major.
This little army of scholars is called a Cadet Corps.
The State, or Communes, according to their resources, furnish the Arms, the Scholar
pays for his uniform and keeps in order his equipment. Old, skilful and experienced
270
Soldiers devote their leisure of retirement to the instruction of Cadets; and from time
to time there takes place in the Cantons field exercises, the expenses of which are paid
out of the School Funds.
V. PUBLIC INSTRUCTION IN BELGIUM.
Belgium, which was connected with Holland from 1815 to 1830, has copied more
from France than from Holland in the organization of its System of Public Instruction.
SYNOPTICAL VIEW OF EDUCATION IN BELGIUM.
The following synoptical view of the Belgian System of Public Instruction is trans-
lated and. abridged from the report of the French School Commissioner to Belgium, in
1865, M. Baudouin: —
Belgium is divided into Provinces, Arrondissements and Communes.
The Administration of the Governor of a Province is superintended and controlled
by Deputies, whom the Communes elect, and who meet under the name of States.
A Committee formed of a certain number of these Deputies remain assembled in
the intervals of the Session of the States, under the name of Permanent Deputation.
The Permanent Deputations evince much zeal and devotion in the exercise of their
Important functions. From the commencement of putting into execution the Law of
1842 on Primary Schools, they heartily devoted themselves to the interests of popular
instruction; and, animated by the most lively solicitude for everything which related
to the question of elevated moral order, they did not cease to labour for the improve-
ment and development of instruction in all the Communes of Belgium.
The Law of 1842 established, or recognized, three kinds of Schools, which are: —
1. Communal Schools, (our Common Schools), founded, supported and adminis-
tered by the Communes themselves.
2. Private adopted Schools, which are substitutes for Communal Schools, and under-
take for an indemnity, or certain remuneration, the instruction of poor children.
3. Private Free Schools, which admit gratuitously all poor children, and relieve the
Commune from all obligation, to provide for their Primary Instruction. These are mostly
Schools of Religious Orders.
In Belgium there are over 3,000 Communal Schools, of which a third are for Boys,
a number for Girls, and 2,000 for both sexes. All these Schools are subject to a double
Inspection — Inspection civil and ecclesiastical.
MIXED SCHOOLS FOB BOYS AND GIBLS.
The System of Mixed Schools presents great inconveniences when the Classes are
numerous, because then the oversight of the Teacher becomes very difficult. In Northern
Germany I have seen only a few Mixed Schools, because the German Pedagogues are
convinced that young Girls receive, under the care of capable female Teachers, an
instruction more appropriate to their nature and to the wants of their future position.
FINANCIAL PBOVISION FOB THE SUPPOBT OF SCHOOLS.
Under the Government of the Netherlands, the expenses of building, repairing and
furnishing School Houses constituted a charge essentially Communal. To those which
were not able to defray the expenses of building, or repairing, their School Houses, the
Government advanced five per cent., repayable at least at the end of ten years.
EDUCATIONAL CONTESTS IN BELGIUM.
In Belgium there are two opposite, irreconcilable parties, (both Roman Catholic),
and of almost equal strength, dividing between them the direction of the public mind
and the control of the Communes. This enmity neutralizes the respective efforts which
DOCTOR RYERSON'S KEPORT ON EDUCATION IN EUROPE. 271
each party makes for the improvement of Primary Instruction. Each party throws
upon the other the blame of their common dissensions and makes it alone responsible
for the state of education.
Happy the Country, like Germany, whose national religion imbibes a spirit which
renders the instruction of the people necessary, in which each man, obliged to read
often, to study, to know, to meditate upon the Scriptures, is, by the same means, obliged
to learn to read. And, besides, the Clergy labour with all their strength for the
development of the instruction of the people, since none are so interested as they in
the progress of a knowledge which Is necessary to each one in the performance of his
religious duties.
VI. EDUCATION IN THE GERMAN STATES.
[NOTE. — It would extend my Report beyond due limits were I to describe at length
the Systems of Instruction in all the German States, much more the Systems of all the
Countries of Europe. The Systems of Instruction in all the German States are very
much adopted from Prussia, with slight and circumstantial differences. Even in Swit-
zerland, the Prussian Programme of Studies in the Primary Schools is mostly adopted;
and the general Regulations of the Prussian System are largely engrafted on the
democratic institutions of the Swiss Cantons. . . .
EDUCATIONAL STATE OF THE GRAND DUCHY OF BADEN.
The Grand Duchy possesses two celebrated Universities, — that of Fribourg, with a
Faculty of Catholic Theology; that of Heidelberg, with a Faculty of Lutheran Theology;
1 Roman Catholic Archiepiscopal Seminary; 1 Polytechnic School; 1 School of the
Fine Arts; 1 School of Deaf Mutes; 1 Institute of the Young Blind; 1 Military School;
1 Staff School; 3 Primary Normal Schools; 3 Superior Normal Schools; 2 Schools of
Agriculture and Rural Economy; 5 Gymnasiums; 7 Lyceums, (each with a class in
Philosophy); 5 Superior Schools for Girls; 28 Superior Citizen Schools; 34 Schools of
Arts and Trades; 2,157 Primary Schools, (one-half that of Ontario), of which 1,389 are
Catholic, 740 Protestant, and 28 Jewish.
Among these Establishments perhaps the most remarkable is the Polytechnic School
at Carlsruhe, which contains five different Schools: — School of Engineers, Architects,
Forests, Arts, Trades and Commerce.
RE-OEGANIZATION OF THE SYSTEM OF PUBLIC EDUCATION IN BADEN.
Of all the German States none was more profoundly agitated by the political events
of 1848 than the Grand Duchy of Baden. Its system of administration of Government
became greatly modified, and its System of Public Instruction has since been completely
revolutionized. There being great dissatisfaction with the little or no progress of
Primary Schools, in comparison with that of the Secondary Schools, a High Commission,
presided over by the celebrated Doctor Kneiss, was appointed, in 1862, to enquire into
the cause of it, and to suggest the proper remedy. After a year of study and conscien-
tious research, the President prepared a Memoir, or Report, which was unanimously
adopted by the Commission, and presented to the Minister of the Interior, in 1863. This
interesting Document is divided into three parts. The first contains a summary expose"
of the organization of the System of Public Instruction as it then existed; the second
part points out the "hereditary" defects of that system; the third part contains the
recommendations of the Commission, in the form of a Bill, or Project of Law, which
was passed by the Second Chamber, after three weeks' deliberation, with only two dis-
sentients. In the First, or Upper, Chamber it was passed with two dissenting voioes,
and was proclaimed on the 29th of July, 1864.
This is the latest and perhaps the most perfect specimen of what we call constitu-
tional legislation in Germany on the subject of Primary Instruction.
272 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
LAW PROVIDING FOB THE OBGANIZATION OF PBIMABY INSTRUCTION IN BADEN.
1. The Primary Schools are divided into Simple Schools and Superior Schools; the
first are those which have only one Teacher, and in which instruction is reduced to
matters required by the present Law; the second are those which have several Teachers,
under whom simple instruction is completed and from whom children receive the maxi-
mum of lessons, that is to say, 35 lessons per week.
2. The subjects of instruction in a simple School are, Religion, German, Arithmetic,
Geometry, Natural History, History and Geography, Natural Philosophy, Writing, Sing-
ing, Drawing, Gymnastics for Boys, and work with the Needle for Girls. The Teacher
will select for his lessons of Natural History and Natural Philosophy the principles,
(or subjects), by which he may be furnished with useful applications to Agriculture
and Rural Economy.
3. The subjects of instruction in the superior (Primary) Schools are the same as
those in simple, (or Elementary), Schools, but more extensive and fuller. Thus the
Teacher may explain to the Pupils of the highest Classes the most remarkable popular
poems, and give at the end of his Course of Instruction in History a view of the Con-
stitutional, (or free), Institutions of the Grand Duchy of Baden, and teach the elements
of the French language.
4. Two hours each week shall be consecrated to Religious Instruction. The Pastor
(Cure) may superintend it.
5. Boys are subject to School obligation, (attendance at School), from six to four-
teen years, and Girls from six to thirteen years complete.
6. The ordinary School on Sunday is abolished. The course of evening instruction
for Apprentices is optional.
7. The Pupils of the Primary Schools are divided into two, or several, Classes,
according to the number of children.
Each Teacher shall give 32 lessons per week.
The Classes shall form at least four, and at most eight, divisions.
When the number of children shall not exceed 60, the School shall have only one
Teacher. When it shall exceed 60, it shall contain three Classes.
8. The schemes of Studies shall be prepared by the Teachers, approved by the local
Committee, and authorized by the Superior Council.
9. The duty of the Teacher consists in not only giving his lessons and maintaining
order in his Class, but in teaching the children to do good for the sake of the good
itself, and in showing them by his own example how a good citizen ought to conduct
himself towards his neighbour.
10. If, in a locality in which there are two different Confessions,, one of the two
only has a Confessional School, and the other has none, although it contains more than
forty children subject to School obligation, this last may force the commune to establish
a Confessional, or a mixed, School.
11. Mixed Schools which have been five years in existence may be dissolved and
form distinct Schools for the sexes.
12. The distinct Schools share equally in the proportional allowances made by the
Communes.
13. The local inspection with which the Priest, (or Minister), was charged, shall be
replaced by a local Committee of superintendence.
14. In the Communes which have separate Confessional (Denominational) Schools,
each School must have its own Committee. Nevertheless the Commune may, at its
pleasure, have a single Committee of superintendence for the different Schools.
15. The President of the Committee is elected by ballot by the ex-officio and elected
Members. The choice must be confirmed by the inspectorship of the circle.
The Committee chooses, besides, one, or several, Inspectors, who, every three
months, renders an account of the state of the School.
16. The Teacher cannot be elected either President or Inspector.
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 273
17. The regime of the Boarding House shall no longer be obligatory on the Normal
Schools. No one shall be admitted to the instruction of the School unless he gives
proof that he is sixteen years of age and possesses the knowledge required by Law.
18. The complete instruction in the Normal School shall embrace three years,
which will be followed by an optional course of reviews during six months.
19. The instruction given in the Normal School is required to be based upon that
of the Primary Superior School, and must be extended to German Literature, Rural
Economy, the French language, History, to be completed by some lessons on the funda-
mental institutions of the Grand Duchy of Baden.
20. The Pupils of Normal Schools must submit to a strict examination before being
appointed Candidate Teachers.
21. After having exercised the functions of School Master during three years, two
of which must be passed in a School in the Grand Duchy, the Candidates must submit
to a new examination, in order to obtain the title of principal Teacher. This second
examination will be rather practical than theoretical.
22. Only the Candidates who shall have obtained the note, "very capable," shall
be received as principal Teachers of a Superior School. Teachers of simple (lower
primary) Schools shall also be admitted to prove that they have the knowledge neces-
sary to teach in a superior Primary School.
23. Special establishments are maintained, which offer to principal and supple-
mentary Teachers the means of improving themselves in the Sciences; the Teachers
must then seek to complete the Studies which they have commenced in the Normal
School.
24. The situations of Teachers are ranged in three Classes in proportion to popula-
tion— 1,000 inhabitants; to those of more than 1,000 and less than 2,500; and to those
of more than 2,500 inhabitants.
25. An increase of Salary shall be given to all those who reside in Towns whose
population exceeds 6,000 inhabitants.
26. The Salary of Teachers shall be increased proportionately to their years of
service, until it reaches the figure of 600 florins, (1,285 francs), ($257).
27. The Pensions granted to the Widows and Orphans of Teachers shall be increased.
28. The principal Teacher shall no longer be obliged to lodge and board his
Assistant Teacher.
29. The Assistant Teacher is gratuitously lodged in the School House when the
arrangement of the premises permits; if not, he receives an indemnity sufficient to
enable him to provide his own lodgings.
30. The Assistant Master has a right to one-sixth of the School Fees.
31. The Jewish Schools and their Teachers are regulated by the present Law.
VII. KINGDOM OF WURTEMBURG, ITS EXTENT AND CONDITION.
Wurtemberg is a constitutional Monarchy, with two Legislative Chambers. The
first is that of nobles. The second Chamber is composed of Deputies elected by all
who hold property in the electoral district in which they vote.
In this small Kingdom, apart from State, or Public, Schools, there are 9 estab-
lishments for Religious Education; 6 Ordinary Seminaries, of which 4 are Protestant
and 2 Catholic; 2 Superior Seminaries, 1 Protestant, the other Catholic; the famous
University of Tubingen, with its library of 60,000 Volumes, its beautiful Botanical
Garden, its Amphitheatre of Anatomy and rich Anatomical Collections, its 1,200 Students,
and six Faculties, including the Faculty of Theology.
The State possesses 1 Polytechnic School; 1 School of Fine Arts; 1 School of Archi-
tecture; 1 School of Forests; 1 School of Commerce; 6 Lyceums, 3 without and 3 with
a Course of Philosophy; 3 Normal Schools; 3 Schools of Agriculture; 7 Gymnasiums; 8
Real Schools of the first order, and 46 Real Schools of the second order; 6 Progymnas-
18
274 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAK10.
iums or Latin Schools; 2,337 Primary Schools, of which 1,455 are Protestant, 870
Catholic and 12 Jewish.
Instruction is uniformly spread among all classes of society, and the Teachers of
Primary Schools are said to have a position better than those of any other part of
Germany.
Primary Instruction was made obligatory by a Decree of 1810, confirmed by Regu-
lation of 1824, and again by a Decree of 1864. All children are bound to attend School
from six to fourteen years of age, inclusive. At this age they are required to submit to
a final Examination on all subjects which have been taught them from their entrance
into the School; and those of them who cannot pass a satisfactory Examination are
required to continue their studies one, or two, years longer. After having left the
Primary School, young persons are required to attend regularly the Sunday School
until their eighteenth year, unless they pursue their studies in the Superior School, . or
in the Sunday Technical School.
The Primary Catholic, Protestant and Jewish Schools have the same Programmes
and methods of study in secular subjects. The only perceptible difference is in Religious
Instruction. The subjects taught in the Primary Schools are divided into essential and
supplementary. The first includes Religion, Morality, Reading, Writing, Grammar,
Singing. The second includes Sacred History, Geography, Natural History, Elements
of Natural Philosophy, of Meteorology, of Agriculture, of Hygiene and Gymnastics.
VIII. KINGDOM OF BAVARIA, ITS EXTENT AND POPULATION.
Bavaria has a population of about three times as large as Ontario. All the Com-
munions live on friendly terms, and enjoy equal rights. The Government never inter-
feres in questions which relate to Religious Worship, but satisfies itself with exercising
over all a kind and impartial protection.
EDUCATIONAL STATE OF THE KINGDOM OF BAVARIA.
Bavaria possesses 1 Academy of Science, with three Classes; 1 Academy of Fine
Arts; 3 Universities; 9 Lyceums; 3 Polytechnic Schools; 28 Gymnasiums and 88 Pro-
gymnasiums, called Latin Schools; 1 Central School of Agriculture; 27 Schools of
Arts and Trades and Rural Economy; 1 School of Forests; 4 Schools of Agriculture;
1 School of Roads and Bridges; 1 Central School of Rural Economy; 1 School of Gar-
dening; 1 School of Mechanic Arts; 3 Institutes for the Blind; 261 Schools of Drawing,
which are attended by Boys and Girls, and which have 247 Masters and 19 Mistresses;
10 Schools for Deaf Mutes; 10 Normal Schools; 7,113 Primary Schools, (of which 4,810
are Catholic, 2,150 are Protestant, 153 Jewish), which contain 463,501 Boys and 482,774
Girls and employ 8,622 Masters and 315 Mistresses; 141 Boarding Schools, employing
872 Masters and Mistresses; 1,550 Industrial Schools, attended by Boys and Girls, with
368 Masters and 1,597 Mistresses.
CHABACTEB OF THE BAVARIAN SCHOOL LAW.
Primary instruction being obligatory since 1856, all the children must punctually
attend the German Schools, — the Week Day Schools from six to thirteen, and Sunday
Schools from thirteen to sixteen years of age, inclusive. It is only by exception, and
after having special permission, that Parents can educate their children at home, or
place them in a private Institution; but in both cases, the civil authority maintains
and exercises its right of inspection, or oversight. Besides, children educated at home,
or in any private Institution whatever, must assemble with children of the Publict
School to pass a general and Public Examination every year. All, without distinction
of sex, must, when they have accomplished their sixteenth year, demand a Certificate
of dismissal. But those who, not having successfully passed the Public Examination,
have not the Certificate of dismissal, must continue to attend the School.
DOCTOR RYERSON'S REPORT ON EDUCATION IN EUROPE. 275
According to the returns, the proportion of those who cannot read, write or count
is only about five per cent. The machinery for giving effect to the School System does
not differ materially from that of the other German States. But, as Munich may be
regarded as the Athens of Germany in respect to the fine arts, there are more Art
Schools and Students in Bavaria than perhaps in any other German State.
IX. KINGDOM OP SAXONY, ITS EXTENT AND EDUCATIONAL STATE.
Before the war between Prussia and Austria, Saxony was an independent con-
stitutional Monarchy. It has 1 Polytechnic School, 2 Academies of Fine Arts, 1 Uni-
versity; 1 School of Mines; 1 School of Forests; 1 Scientific Society; 1 Academy of
Surgery; 1 Military School, 1 Superior School of Arts and Trades; 5 Schools of Archi-
tecture; 25 Schools to teach making lace; 4 Schools of Weaving; 1 School of Cadets;
1 School of Artillery; 25 Gymnasiums; 7 Real Schools; 5 Schools of Commerce; 9
Superior Normal Schools; 1 Normal School, to train Professors of Gymnastics; 2 Estab-
lishments for Deaf Mutes; Elementary Protestant Schools, Catholic and Jewish Schools.
Its higher and special Schools rank in number and character above anything which
has been conceived among us, apart from its celebrated Gallery of Paintings at Dresden
and its famous University of Leipsic.
By the Saxon School Law of 1835 every child that enters upon his sixth year must
go to School, and must attend it eight entire years without interruption.
The general provisions of the School Law are similar to those of Prussia, but less
complicated and on a more liberal though smaller scale.
X. EMPIRE OF AUSTRIA AND ITS EDUCATIONAL CONDITION.
In Austria there are reckoned 8 Universities; 55 Lyceums of Philosophy and Juris-
prudence; 2,138 Gymnasiums; a great number of Professional, Secondary and Elemen-
tary Schools, or Schools of Manual Trades as well as of Professions; and Primary
Schools nearly equal in number to those of the parishes of the Empire. In the
Metropolis, in Vienna, with its thirty-four Faubourgs, or suburbs, there is one Univer-
sity more largely attended than any on the Continent, except the University of Paris;
I Polytechnic Institute, reorganized just before the Austro-Prussian war; 1 School of
Commerce, similar to the great Commercial School of Leipsic. There are 4 Gym-
nasiums; 1 School for Labourers and Apprentices; 4 Superior Real Schools; 19 Inferior
Real Schools; 1 Institute for Deaf Mutes; 4 Normal Schools; 70 Superior Primary
Schools (Hauptschulen); 7 Citizen Schools (Burgerschulen), recently founded by
Protestants; and Boarding and Primary Schools not returned.
In the German Provinces of the Empire, containing a population of 12,000,000, which
heretofore formed part of the German Confederation, there are 1 Academy of Science;
1 Academy of Painting; 1 Academy of Commerce and Navigation; 2 Superior Schools
of Forests; 3 Academies of Commerce; 4 Universities; 4 Schools of the Fine Arts; 4
Schools of Surgery; 4 Polytechnic Institutes; 4 Institutes for the Blind; 10 Institutes
for Deaf Mutes; 7 Schools of Rural Economy; 11 Normal Schools; 11 Cloistral Houses
of Education; 19 Superior Real Schools; 87 Inferior Real Schools; 68 Gymnasiums;
11,158 Schools of the people, Catholic and Protestant.
CHABACTEBISTICS OF THE AUSTRIAN SCHOOL LAW.
In Austria primary instruction is obligatory, and essentially at the expense of
each Commune, as in other States of Germany. The penalty of neglect is perhaps more
severe than in North Germany, for the Authorities have the right of not only giving
warnings, pronouncing censures, imposing fines, and even inflicting several days'
imprisonment, but also to make the School Certificate, or Certificate of Instruction, a
necessary condition for being apprenticed, or getting married.
276 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
No Manufacturer, Brewer, Restaurateur, etcetera, can employ in his Establishment
children under ten years of age, and consequently subject to School obligation, unless
they have already attended a School of the people one year, and those who employ
children of ten years years of age must send them to the Evening School.
In all parts of the Empire the principles of School Law are the same, School
legislation the same, and the penalties of neglect the same; but the results in different
parts of the Empire are very different. In the northern and western parts of the
Empire, bordering on Saxony, Prussia, other German States, and Switzerland, from 86
to 94 per cent, of children of legal School age attend the Schools. . . . The average
School attendance of children from seven to twelve years of age throughout the Empire
is 65 per cent
THE EDUCATIONAL POLICY OF AUSTEIA.
I quote from M. Baudouin, the French School Commissioner to Austria, a few
remarks on the movements which were taking place in Austria, and the policy of the
Government before the war with Prussia: —
The affairs of 1859 brought numerous changes in the Governmental system of
Austria. M. de Schmerling was placed at the Head of Public Instruction, and partially
opened to progress the gates of the Empire. The Protestants profited by it, and founded
Primary Schools similar to those of the north.
In 1864 the Municipal Council of Vienna voted that there should be established in
each of the eight Parishes of the City a superior citizens' School, upon the model of
those which exist in Northern Germany. . . .
In the June following, the Professors of the Municipal Schools of Vienna, encour-
aged and supported by the heads of the principal families, met in assembly, and adopted
an elaborate Memorial to the supreme Council of Public Instruction, in which they
urged the Government to ameliorate popular instruction: —
1. By rendering instruction obligatory for all children from six to fifteen years of
age inclusive.
2. By founding in every Commune of 1,000 souls a Public School with eight Classes;
that is to say, a Citizens' School.
3. By enlarging the teaching body in the Secondary Schools.
4. By creating Real and high Citizen Schools in the Towns of 10,000 souls.
5. By authorizing Towns of less than lO.OOO souls to found Real and High Schools
when they shall ask to establish them out of their own Funds.
In 1865 the Government endeavoured to obtain the necessary resources to put the
project into execution.
Austria, while thus opening (1865) the door to progress and the exigencies of the
times, did not permit the entrance of enough of that ample instruction which inspires
the desire of knowledge and investigation. All that is necessary to train to the exer-
cise of manual skill, of a Trade, collections of products, of Machines, of Drawing, of
Sculpture, special Courses, practical Experiments, Laboratories, was given liberally
and with profusion. But that which might inspire the taste for liberal Studies is
always systematically refused, for fear of inspiring a desire for independence.
EDUCATIONAL EFFECTS OF THE WAR WITH PRUSSIA.
Since the war with Prussia, Austria having lost her military prestige and some of
her Provinces, has commenced a career of constitutional Government and Educational
progress; she is entering upon a course which promises to place her among the freest
and most prosperous States of the Continent.
The Austro-Prussian war has afforded a vivid illustration of the power of education
over ignorance, even in the Battlefield. ... I last year asked a distinguished
Prussian Minister of State to what he primarily ascribed the superiority of Prussia
over Austria In the recent war. His Excellency replied, that, in his opinion, " it was
not in the man physically, or in military skill, or prowess, but in the sound and universal
DOCTOR RYERSON'S REPORT ox EDUCATION IN EUROPE. 277
education of the Prussian soldiery, which combined in each Prussian soldier the intel-
ligence and discipline of an Officer. . . ."
That which is true in the Army and on the field of battle is true in a much higher
degree in all the other relations and pursuits of life. Education, with the inspired
Book of Divine truth and human liberty, makes the man, makes the Country, makes
the Nation.
XI. KINGDOM OF DENMARK, ITS EXTENT AND POPULATION.
Denmark, like Ontario, is a purely agricultural Country, four-tenths of the popu-
lation being occupied in the cultivation of the land. 'Education is widely diffused; it
has been provided for by Royal Ordinances since 1539. The established Religion is
Lutheran; but there is perfect Religious toleration, and no citizen is required to con-
tribute to the support of a form of worship to which he does not belong.
PROVISIONS FOE EDUCATION IN THE KINGDOM.
1. Every Parish must provide School Teachers for the Primary Instruction of all
the children within it. In the Schools provision is made for teaching the ordinary
branches. There are eight Normal Schools for the training of Teachers, including a
three years' Course of Instruction. The Secondary Schools include upwards of thirty
High, or Grammar, Schools, in which are taught the higher 'branches; also about thirty
Real Schools, or Schools of practical knowledge, teaching many of the subjects of the
Grammar Schools, and other subjects adapted to Commerce and Trade. There are also
higher Burgher, or Citizen, Schools.
EDUCATIONAL STATE OF DENMARK.
There are two Universities for Danish Students, — one at Copenhagen, with 50 Pro-
fessors, and upwards of 1,000 Students; and another at Kiel, with about 30 Professors
and Tutors, and some 400 Students. The Library of Copenhagen contains upwards of
100,000 Volumes; that of the latter contains 70,000 Volumes.
There are also Polytechnic, Military, Naval, Medical, and Forest Schools, an
Academy of the Fine Arts, a School for the Blind, an Institution for Deaf Mutes.
Instruction has long been so far compulsory, that no child could be confirmed in
the Lutheran Church without 'being able to read; and no child could be apprenticed, or
could a person be employed, or married, without having (been confirmed. But, by the
Articles in the present Constitution, attendance at School from the age of seven to
fourteen is obligatory; and Education is given gratuitously in the Public Schools to
children who cannot afford to pay for it. Education is universal among the poor as
well as among the wealthy classes.
XII. KINGDOM OF NORWAY AND SWEDEN, ITS EDUCATIONAL FACILITIES.
Norway is essentially an agricultural and pastoral Country. The Winters are long
and severe, but education is universally diffused, and scarcely a Norwegian can be
found who has not a fair knowledge of Reading, Writing, Arithmetic, Bible History,
the Lutheran Catechism, and generally some acquaintance with Grammar, Geography
and History.
The inhabitants are Lutherans. The Parishes are required to maintain good School
Houses, and pay the Salaries of Teachers, who sometimes itinerate from School to
School, teaching part of the week in one School and part in another. There are about
200 permanent Country Schools, and 60 Schools for Labourers.
In all the large Towns there are Citizen Schools, in which the .higher branches are
taught. In Christiania are Schools of Drawing and Architecture, a School of Commerce
and Navigation. In Christiania and several of the large Towns, there are Colleges
278 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
preparatory to the University, which contains about 30 Professors, and upwards or
700 Students, and has a library of 50,000 Volumes, a Botanic Garden and Museum.
There is also an Institution for Deaf Mutes at Drontheim.
POPULATION AND EDUCATIONAL STATE OF SWEDEN.
Sweden has two Universities, — one at Upsala, with about 1,000 Students; anothe,
at Lund, with about 500 Students.
The Secondary Schools are called " Schools of Learning," " Gymnasia," " Apologist "
Schools. The Schools of Learning and Gymnasia are both Classical Schools, the latter
rather superior to the former, but both teaching, besides the elementary branches,
Mathematics, Latin, Greek, German, and French, and the elements of Natural History.
The "Apologist Schools" teach the same subjects as the Gymnasia, except the Greek
and Latin Classics.
Since 1684 the Law required that no Person should be admitted to confirmation
(necessary to marriage) who could not satisfy the Curate of his ability to read. A
system of Education was introduced in 1825, and matured in 1842, making it compul-
sory on every District to erect at least one School, with an approved Teacher. ,The
Parishes are divided into School Districts, and in each District a School Committee is
elected to manage the School. Nearly fifteen hundred of the Schools are ambulatory,
upwards of two thousand are stationary. In them are taught Religion, and the usual
branches.
All children between the ages of nine and fifteen must attend School, unless it can
be shown that they receive instruction at home. It is said there is not in Sweden more
than one Person in every thousand who cannot read and write.
XIII. KINGDOMS OF ITALY, SPAIN AND PORTUGAL.
The efforts of the Government to establish a thorough System of Elementary
Instruction in the Kingdom of Italy are too recent to furnish anything very satis-
factory, or suggestive. It is needless to notice the Systems of Public Instruction exist-
ing in Spain, or Portugal, although there are regular Systems of Public Instruction
established in each.
EDUCATION IN THE BRITISH ISLES.
XIV. HISTORICAL SKETCH OF EDUCATION IN IRELAND.
In my Annual Report of Upper Canada for 1857 I gave a full account of the
System of National Education in Ireland. 1 gave the official Documents, containing
the authority and instructions under which the National Board in Dublin was con-
stituted in 1831, the Regulations adopted in regard to every part of the System,
the kinds of Schools aided, the conditions on which they are aided, the Rules by which
they are governed, the Officers, expense and success of the whole System from 1831
to 1856, together with the evidence of various distinguished Persons, given before
Committees of the House of Commons, as to the character and working of the System,
and the modifications which had been made in its mode of operations since its estab-
lishment. The Irish National System has not undergone any material modifications
since 1856. I will only add a few remarks as to its present character and operations.
ENGLISH AND IRISH EDUCATIONAL SYSTEMS.
The System of Elementary Education in Ireland, like that in England, is one of
Parliamentary Grants, administered and controlled by a Central Board, — that in
England, by a Committee of the Privy Council; that in Ireland, by a Board of Com-
DOCTOR RYERSON'S REPORT ON EDUCATION IN THE BRITISH ISLES. 279
missioners, composed of distinguished Protestants and Roman Catholics, by whose
unanimous consent all the Regulations and all the Text Books for the Schools have
been adopted.
The System of Elementary Schools in England is chiefly Denominational, in which
literary and religious instruction are combined. The abject of the System of National
Education is to afford combined literary and moral, and separate Religious Instruction,
to children of all Persuasions, as far as possible, in the same School, upon the funda-
mental principle that no attempt shall be made to interfere with the peculiar Religious
tenets of any description of Christian Pupils. . . .
The Schools recognized and assisted by the Board, besides the Normal, Model and
ordinary Literary Schools, are Agricultural Schools, School Farms, School Gardens,
Industrial Schools, Convent Schools, Workhouse Schools, Schools attached to Prisons,
Asylums, Evening Schools, Workhouse Schools.
There is one Normal School (in Dublin) for training Teachers, twenty-five District
and Minor Model Schools.
There are 6 Head Inspectors of Schools; 30 District Inspectors of ordinary Schools;
and 2 Inspectors of Agricultural Schools. . . .
OTHER EDUCATIONAL HELPS IN IRELAND.
The Church Education Society, instituted in 1839 for instructing its Pupils in the
principles of the Church of England, and supported wholly by voluntary contributions.
There are the following higher Institutions: Trinity College, Dublin; Queen's
Colleges at Belfast, Cork and Galway, of Queen's University; and several other Colleges
and Academies, Medical and other Endowed Schools, besides Academies of Arts.
To Ireland we are specially indebted for three important elements of our School
System; also for the first and excellent Head Master of our Upper Canada Normal
School; for the first and present accomplished President of University College.
XV. HISTORICAL SKETCH OF EDUCATION IN SCOTLAND.
Elementary School instruction commenced in Scotland by the establishment of a
compulsory system of education, and the enjoined co-operation of the Clergy. In Scot-
land, the System of Parochial Schools, which have long been the glory of Scotland, was
founded in 1494 by the Scottish Parliament, which enacted that the Barons and sub-
stantial Freeholders throughout the Realm should send their children to school from 6
to 9 years of age, and then to other Seminaries to be instructed in the Laws. It was
also enacted that any one who neglected this duty should be subject to a penalty of £20.
Sixty-six years afterwards, in 1560, John Knox and his compeers presented to the
nobility the " First Book of Discipline," in which they employ the following memorable
language: —
" Seeing that God has determined that His Kirk here on earth shall be taught, not
by Angels but by men, and seeing that men are born ignorant of God and of godliness;
and seeing also that He ceaseth to illuminate men miraculously, of necessity it is that
Your Honours be most careful for the virtuous education and godly bringing up of the
youth of this Realm. For, as they must succeed to us, so we ought to be careful that
they have knowledge and erudition to profit and comfort that which ought to be most
dear to us, to wit, the Kirk and Spouse of our Lord Jesus Christ. Of necessity there-
fore, we judge it, that every several Kirk shall have one Schoolmaster appointed; such
a one, at least, as is able to teach Grammar and the Latin Tongue, if the Town be of
any reputation. And further, we think it expedient that in every notable Town there
should be erected a College, in which the arts at least of Rhetoric and Logic, together
with the Tongues, be read by sufficient Masters, for whom honest stipends must be paid;
as also that provision be made for these that are poor, and not able by themselves or
their friends, to be sustained at letters."
280 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
ORIGINAL EDUCATIONAL ACT FOB SCOTLAND — ITS EFFECT.
The Privy Council of Scotland issued an order in 1615 empowering the Bishops
along with the majority of the Landlords, or Heritors, to establish a School in every
Parish, and assess the Lands for that purpose. This order was confirmed by Act of the
Scottish Parliament in 1633, and under its authority Schools were established in the
more cultivated of the Lowland Districts. But this provision was far from adequate to
provide Elementary Instruction for the whole Realm. It was proposed to accomplish
this by the famous Act of 1696, the Preamble of which states, that, " Our Sovereign
Lord, considering how prejudicial the want of Schools in many places has been, and
how beneficial the establishing and settling thereof will be to this Church and Kingdom,
therefore Mis Majesty, with the advice and consent," etcetera. This Act ordered that a
School should be established in every Parish; that the Landlords should build a School-
house and Dwelling-house for the use of the Master, and should pay him a salary,
exclusive of the fees of pupils, of not less than £5 lls. Id. per annum, and not more
than £11 2s. 6d. The Act also provided that the Landlords and Minister of the Parish
should appoint the Schoolmaster, that the Presbyteries should exercise a general
supervision of the Schools and have the sole power of suspending and dismissing the
Master.
In the Autumn Assizes of 1757 not one Person was found guilty of capital crime
throughout the whole Country. Doubtless an impartial administration of justice had
exerted a salutary influence on the social condition of Scotland, but it is chiefly to the
Parochial Schools that she owes the elevation of the labouring classes.
FUBTHEB EFFORTS TO PROMOTE EDUCATION IN SCOTLAND.
The General Assembly in 1802 issued an educational appeal containing the follow-
ing declaration: —
That Parochial Schoolmasters, by instilling into youth the principles of Religion
and Morality, and solid and practical instruction, contribute to the improvement, order
and success of people of all ranks: . . . That it is desirable that some means be
devised to hold forth inducements to men of good principles and talents to undertake
the office of Parochial Schoolmasters.
This declaration of the General Assembly was accompanied with complaints to
Parliament from all parts of Scotland, in consequence of which the famous Act of 1803
was passed, ordaining among other things:
That in terms of the Act of 1696, a School shall foe established, and a Schoolmaster
appointed in every Parish. That in large Parishes, where one parochial School cannot
be of any effectual benefit, it shall be competent for the Heritors and Ministers to
divide the salary among two, or more, Schoolmasters. That in every Parish, the
Heritors shall provide a School-house, and a Dwelling-house for the Schoolmaster,
together with a piece of ground for a Garden. . . . That the power of electing
Schoolmasters shall continue with the Heritors and Minister, a majority of whom
shall also determine what branches of Education are most necessary and important
for the Parish. That the Presbyteries of the Church shall judge whether Candidates
for Schools possess the necessary qualifications, shall continue to superintend Parochial
Schools, and shall be sole judges in all charges against Schoolmasters, without appeal,
or review.
EARLY SUPERIORITY OF THE SCOTTISH SYSTEM OF EDUCATION.
The whole system of local, self and elective government in School management
and support has been in operation in Scotland for nearly two centuries. The existence
of the School was not left to chance, but was a matter of acknowledged public necessity
and duty; the School House and Dwelling House of the Teacher were as much an
Assessment charge on property as a Public Road; the Salary of the Teacher was not
DOCTOR RYERSON'S REPORT ON EDUCATION IN THE BRITISH ISLES. 281
permitted by law to fall .below a comfortable maintenance. ... In the rural
Districts and small Towns, the children of all classes have been educated together.
OTHER EDUCATIONAL FACILITIES IN SCOTLAND.
There Is a considerable number of Endowed Schools in Scotland, — at the head of
which, perhaps, stands the Edinburgh High School; there are several Universities
and Colleges at Edinburgh, Glasgow, Aberdeen, St. Andrews, etcetera, (aided by a
Parliamentary grant).
PRESENT EDUCATIONAL STATE OF SCOTLAND.
The great social changes which have taken place in Scotland during the last half
century, the progress of religious and political liberty, the growing numbers and power
of the labouring classes, the increased demands for educated labour, the advancement
of Art, Science and general knowledge, all render the old Parochial Scottish Schools
inadequate to supply the wants of society and meet the demands of the age. . . ^
The best minds in Scotland, like those in England, are earnestly engaged in efforts
to devise a more comprehensive, practical, and truly National System of Education,
adequate to the requirements of the poorer districts and classes, and adapted to the
existing institutions and state of society.
XVI. ENGLAND AND ITS SYSTEM OF ELEMENTARY EDUCATION.
HISTORICAL SKETCH OF EDUCATION IN ENGLAND.
School Education in England is contemporaneous with the introduction of Chris-
tianity; and for centuries the Schools which existed, — were found in connection with
the Cathedrals and Monasteries. But these were mostly swept away by the Danish
invasion; so that King Alfred, about 880, invited learned Prelates from abroad to
establish Schools; and for that purpose he set apart one-ninth of his own revenue.
Thus to the zeal and benevolence of good King Alfred, existing Educational Institutions
in England owe their origin; but, for centuries, they were of the most elementary
character, and were confined to those who were destined for the service of Church and
State. There was the " song scole," where poor boys were taught to chant, and the
"lecture scole," where young priests were taught to read the services of the Church;
yet such was the origin of some of the most famous existing Educational Establish-
ments in England. Sampson, Abbot of St. Edmunds, once a poor boy, founded, in 1198
the School at St. Edmunds for forty boys. Lanfranc and Anselm, Archbishops of
Canterbury, ,had both been School Teachers, and both founded Schools. Joffrid,
Abbot of Croyland, who had been educated at Orleans, thence procured Teachers; and
established them at Cheltenham in 1110 — the traditional origin of the famous University
of Cambridge. William of Wykeham, Bishop of Winchester, to aid the education
of "poor young men for the Church," for the support and exaltation of the Christian
faith and the improvement of the liberal arts, founded a College at Oxford in 1382,
and its nursery at Wincheser in 1387 — known as Winchester College. But these In-
stitutions were confined chiefly to the Clergy; the mass of the nation was left in
ignorance; and few even of the nobility were educated. The simple ability to read
was considered characteristic of the Clergy, and secured in criminal cases the privi-
legium clericale — the " benefit of clergy."
To how great an extent the nobility were unfitted, through want of education, for
high offices in the State at the time of the Reformation, may be inferred from Latimer's
" Sermon of the Plough," preached at St. Paul's, London, in 1548, in which he says —
"Why are not the Noblemen or young Gentlemen of England so brought up in the
knowledge of God, and in learning, that they may be able to execute Offices in the
Commonwealth? Why are they not sent to Schools that they may learn? Or why are
282 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
they not sent to the Universities that they may be able to do the King service when
they come of age? And if the Nobility 'be well trained in godly learning, the people
would follow the same example. Therefore, for the love of God, appoint Teachers and
Schoolmasters, you that have charge of youth, and give the Teachers stipends worthy
their pains, that they may bring them up in Grammar, in Logic, in Rhetoric, in
Philosophy, in Civil Law, and in the Word of God."
It is, therefore, to the period of the Reformation that we must look for the com-
mencement of anything like General Education even among the Nobility and Gentry,
as also of the diffusion of the elements of civil and religious liberty throughout the
nation. A considerable portion of the Monasteries suppressed by Henry VIII., was
reserved and applied by good King Edward VI., to found no less than 21 Grammar
Schools; some of which still exist, and are among the most flourishing Institutions in
England. The example of the King was followed by some of his successors, and by
many pious and benevolent Persons; so that, during the following century and a half,
a large number of free Grammar Schools were established for the instruction of chil-
dren in the language. From these establishments, often of humble appearance and
with stinted means, have issued a series of the most illustrious names which have
adorned the annals of English history.
Still no idea whatever of educating the masses of the people, or of educating any
considerable portion of them in the subjects of common life, seems to have been enter-
tained in any quarter. But, about the time of the Revolution of 1688, the commercial
classes in England had acquired, and were rapidly increasing in, wealth and importance.
Many of them had pushed their way to fortune without the advantages of education.
They saw that schools, in which nothing but Latin and Greek, with Religious Instruc-
tion, were taught, were not adapted to a life of Trade and Commerce. Many of these,
by will, established and endowed Schools for a certain number of poor Boys, to be
taught Reading, Writing, and Arithmetic. In almost every Town in England, one,
or more, of these Free Schools may be seen; and some of the most enterprising and
distinguished men of the present and past ages in England point to these Free Charity
Schools as their intellectual birth-place, and have largely added to their number and
resources as thank-offerings for benefits received. . . .
It may be well here to note briefly the principle of those Grammar Schools which
have contributed so pre-eminently to the education of the higher classes in England,
and then the Universities of which the Grammar Schools are feeders — the two classes
of Institutions rendering England the first of Nations as to the education of its higher
classes. . . .
GREAT PUBLIC SCHOOLS AND ENDOWED GRAMMAR SCHOOLS IN ENGLAND.
1. Eton C'ollege. — This College, the most celebrated of all the Public Schools, was
founded by Henry VI., A.D. 1440, by the name of " The Blessed Marie College of Etone
besides Wyndsore." Object. — The scholars are of two kinds (a) King's Scholars, who
are eligible from 8 to 15 years of age, the statutable qualification being that they be
"poor and indigent," and (6) the independent scholar, or oppidant, whose education
averages from £150 to £200 per annum, for each Boy.
2. Winchester College. — Founder — William of Wykeham, A.D. 1393. Object — to
instruct diligently in grammatical learning poor scholars. Free Scholars, 75 are pro-
vided with board and lodging, but are subject to an annual payment of £19 13s. 6d.
3. Harrow School. — Founder — John Lyon, a yeoman of the Parish in 1571. Object
— the founders conveyed property "to six Trustees" for the Endowment of a School-
master and an Usher, the gratuitous Instruction of the children of the Parish, and for
the Endowment of four Exhibitioners for the two Universities.
4. Westminster School.— Founder— Queen Elizabeth in 1560. Free Scholars— The
Boys on the foundation, and the " Town " Boys are on the same footing as four Bishop's
Boys. There are Studentships at Oxford and Cambridge.
DOCTOR RYERSON'S REPORT ON EDUCATION IN THE BRITISH ISLES. 283
5. The Charter House School. — Founder — Mr. Thomas Sutton, In 1611. The
Endowments of this noble foundation produce a rental of more than £22,000. Free
Scholars — Those on the foundation are of two classes — Pensioner and Scholar. There
are Exhibitions from £80 to £100 per annum, each for 5 years at either University, and
donations of £100.
6. Rugby School.— Founder — Lawrence Sheriffe, a Grocer in London, in 1567. En-
dowment— Originally designed only for the benefit of the Town of Rugby and its
neighbourhood. Parents who have resided in Rugby two years or at any place in the
County of Warwick are privileged to send their sons to be educated at the School with-
out paying anything whatever for their instruction. There are Exhibitions of £60 a
year at any College of either University.
7. St. Paul's School. — Founder — Doctor John Colet, Dean of St. Paul's A.D. 1512.
Object. — Not only natives of the City, but those born in any other part of the Kingdom,
and even those who are foreigners " of all nations and countries " are capable of
being partakers of its privileges. Endowment. — £5,000. There are nine Exhibitions of
£50 each at any College, and nine of £100 at Trinity College, Cambridge.
8. Merchant Tailor's School. — Unendowed. Has six Exhibitions of £50 each.
y. Shrewsbury School. — Founder — Edward VI., in 1551. Endowment. £f.OOO. Free
Scholars. — The School is open to the sons of Burgesses of the Town of Shrewsbury, free
of expense. There are twenty-eight Exhibitions of about £40 each.
10. Christ's Hospital. — Founder — Edward VI., in 1552; object, education of "poor
children." Four hundred orphans were first admitted; they were clothed in russet,
which was soon afterwards changed for the dress still worn. In 1672, Charles II.
founded a Mathematical School for the instruction of 40 Boys in Navigation. Endow-
ment, above £40,000. Grecianships at Oxford and Cambridge.
11. Manchester School. — Founder, Hugh Oldham, Bishop of Exeter, 1510; Endow-
ment, £4,408. There are Exhibitions to Brasenose College, Oxford, and St. John's, Cam-
bridge.
12. Birmingham School. — Founder, Edward VI., 1552; Endowment, above £10,000.
Free Scholars, Sons of Inhabitants free; qualifications, 8 years of age, and ability to read
and write English. About 100 nominations are open to public competition. Children of non-
Inhabitants pay from £15 to £20 per annum. There are ten Exhibitions, each of £50, at
either Oxford or Cambridge, tenable for 4 years; two Scholarships of £50, for 4 years
at Brasenose College.
Other noted Endowed Grammar Schools are those of Bromsgrove, Bedford, Bury
St. Edmund's, Highgate, Guernsey, Ipswich, Leeds, Marlborough, Repton, Sherburn,
Southwark, etcetera.
THE ENGLISH UNIVEESITIES.
1. The University of Oxford was the seat of a School of Learning as early as the
reign of Edward the Confessor. In the year 1201, (3rd year of King John), it is styled
a University, having then, according to Anthony A'Wood, 3,000 Students. Its Charter
was granted by King John; but the Act of Incorporation by which its privileges were
ultimately defined was the Statute 13th Elizabeth, passed in 1570; and the Statutes of
the University were reduced to a Code in 1638 under the chancellorship of the famous
Archbishop Laud. The Colleges at Oxford are distinct from the University, though
represented in it, and subject to its Statutes, which relate to matters of study, etcetera,
common to all the Colleges. There are 19 Colleges and 5 Halls, (doing collegiate work),
in the University; and each College, or Hall, has its own Endowment and Regulations.
It is no part of the English University. System that a great multitude of Students should
herd together in one College only; but a noble and healthy emulation is maintained
among a large number of independently and variously endowed Colleges.*
* See the confirmatory opinion of Mr. C. F. Adams, of Harvard College. His favour of this
system of Individual Colleges In a University Is expressed in a paper on the subject to be pub-
lished further on.
28-1 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
2. The University of Cambridge. — The term University was first applied to Cam-
bridge as early as 1227. The earliest formal Charter beais date the 20th year of Edward
L; but, like Oxford, its corporate privileges were finally defined by an Act passed in
the 13th of 'Elizabeth. In the Cambridge University there are 16 Colleges, the aggregate
annual admission of Students at which was 499. Each College at Cambridge, as at
Oxford, had its own Endowment.
3. The University of Durham was founded by Act of Parliament in 1833, and incor-
porated by Royal Charter in 1837.
4. The University of London, founded in 1837, is simply a Senatorial Body prescrib-
ing courses of Collegiate Studies, directing Examinations, and conferring Degrees in
Arts, Law and Medicine. University College, and King's College, London, and upwards
of 50 Colleges and Institutions, most of them Denominational, throughout the United
Kingdom, are affiliated to it, and their Students receive their Degrees from it.
VOLUNTARY EDUCATIONAL ASSOCIATIONS AND AGENCIES.
With the present century commenced the era of voluntary associations and the
wider diffusion of popular education in England. Yet the advocacy and efforts put forth
seemed to be directed rather to the amelioration of the condition of the poor than to
the universal education of the people. Prior to that period, the subject had been mooted
by individuals in advance of their times. Sir Thomas More, in his " Utopia," professedly
intended to describe " the best state of a public weal," had hinted that " all in their
childhood be instructed;" the author of the "Wealth of Nations" had, in 1766, advocated
the extension of the most essential parts of education to " the whole body of the people;"
and the Authors stood almost alone in the expression of such sentiments. The earliest
voluntary agency of popular education in 'England was the Church of England " Society
for Promoting Christian Knowledge," founded in 1698, to aid in founding Charity Schools
and in publishing and circulating useful Books at a low price; which, as early as 1741,
had aided in founding more than 2,000 Church Charity Schools, and which has
published several millions of Books and Tracts. In 1811 its School work was trans-
ferred to the National Society, which received a Royal Charter in 1817. The Religious
Tract Society, founded in 1799, soon became, as it has ever since continued, a potent
agent in spreading knowledge of the toest kind. The Sunday School agency gave a
powerful impulse not only to the religious instruction, but to the Primary Education
of the lowest classes. The new methods of teaching introduced by Bell and Lancaster
awakened much attention to the subject of educating the masses; and the British and
Foreign School Society commenced a work of usefulness which they have been nobly
pursuing to the present time. The " Benevolent Evening School Society," which estab-
lished the first Evening School for the gratuitous instruction of the sons of the labouring
poor, in Bristol, in 1806, accomplished much good, and prepared the way for the gradual
extension of, and became merged into, the system of Mechanics' Institutes, through whose
instrumentality upwards of 250,000 adult persons in England, Ireland and Scotland have
learned to read. Among the latest but not the least potent voluntary agencies for the
education of the poor is the System of Ragged Schools, commenced in 1837.
It is, however, easy to see how far all these benevolent and diversified, though
isolated, efforts fell short of a national organization and governmental System for the
Education of the whole labouring population.
HISTORICAL SKETCH OF EDUCATIONAL PARLIAMENTARY PROCEEDINGS.
The question of educating the labouring classes was first introduced into Parliament,
the present century, by Mr. Whitbread, who, in 1807, proposed a plan in the House of
Commons for "exaltation of the character of the Labourer," by the establishment of
Parochial Schools. The measure was very moderate, limiting the amount of education
to be given to the merest minimum, — two years' schooling between the ages of seven
DOCTOR RYERSON'S REPORT ON EDUCATION IN THE BRITISH ISLES. 285
and fourteen. Even this proposed mitigation of the ignorance of the labouring classes
was successfully opposed; and Mr. Whitbread's bill was, therefore, not entertained.
This was the year after the establishment of the National System of Education in
Holland. Lord Brougham was an early, and, as he has long been, an earnest friend to
the education of the poor. As early as 1808 he assisted at the organization of the
British and Foreign School Society; in 1810 and 1812 he contributed able articles to
the Edinburgh Review on the subject; and in May, 1816, he moved in the House of Com-
mons for the appointment of a Select Committee " to inquire into the state of education
of the lower orders of the Metropolis." He entered upon the duties of the Committee
with such zeal and industry that in less than a month he submitted a Report, which was
speedily followed by four additional Reports, which exposed the educational destitution
of the Metropolis, the inefficiency of the Public Schools, and the misapplication of charity
and various educational funds. In 1818 the Committee was revived with more extensive
powers to enquire into the Education of the lower orders throughout England, Wales
and Scotland, and, by construction, into Educational Charities, -including the Universities
and Great Public Schools. The result was a plan for National Education, to be sup-
ported by the State, — proposing to include and improve the Schools already established,
and to harmonize the administration of the Schools composed of children of all Denomi-
nations. The Bills embodying this plan, in 182'0>, created great excitement and much
violent discussion between the different Religious and Political parties, — so much so
that the whole subject was postponed, and fifteen years elapsed before its consideration
was again resumed by Parliament. . . .
In 1833, on motion of Lord Kerry, another educational enquiry was undertaken
into the existing means of education for the poorer classes, and an Annual Grant of
£20,000, or $100,000, was voted by the House of Commons, on motion of Lord Althorp,
for the building of School Houses for the poor in England and Wales — as a supplement
and encouragement to the National (Church) Society, and the British and Foreign
School Society. In the following year, 1834, another Committee was appointed by the
Commons " to make enquiries into the present state of education in England and Wales,
and into the application and effects of the Grant made in the last Session for the erec-
tion of School Houses, and to consider the expediency of further Grants in aid of
Education." This Committee reported the Minutes of evidence taken before them
respecting Schools in connection with the National Church, and British and Foreign
School Societies, and the School Systems of Prussia, France, Ireland and Scotland,
together with the views of distinguished educationists, — such as Lord Brougham, Doctor
Julius, Professor Pillans and others. In the following year, 1835, Lord Brougham
"brought the subject of National Education before the House of Lords, by moving a
series of Resolutions, which he advocated with great earnestness and ability, but on
which no ^action was taken. Again, in 1836, Lord Brougham brought two Bills into
the House of Lords, revived and eloquently advocated them in 1837 and 1838, but
without success.
LOBD BROUGHAM'S WARNING TO THE LAW-GIVERS OF ENGLAND.
The defeat of Lord Brougham's efforts to establish a System of National Education
was followed by a published Letter from him to the Duke of Bedford, in which he
advised the friends of a system of National Education to unite in support of the con-
templated Government measure to aid Schools established by different Religious
Denominations, as the only practicable scheme which there was any chance of carrying.
This is the origin of the present System of Parliamentary Grants to Schools of different
"Religious Denominations in England for the education of the labouring classes. Lord
Brougham, in his Letter to the Duke of Bedford, denounced the " sectarian animosity "
'which had defeated every scheme and proposal for an independent System of National
Education, and said: "The ignorance of the people, the origin of all the worst ills that
prey upon our social system, has become at length the object of Legislative regard, and
I defy the constituted authorities of this free country to delay much longer in applying
286 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
the appropriate cure by eradicating a disease as easily cured as it is fatal if neglected.
. . . But let us hope for better things. Let us hope it through His might and under
His blessing who commanded the little children to be brought unto Him, and that none
of any family of mankind should be forbidden; of Him who has promised the choicest
gifts of His Father's kingdom to those who in good earnest love their neighbours as
themselves."
PBIVY COUNCIL COMMITTEE ON EDUCATION.
In 1839, for the first time in the history of England, a Speech from the Throne
recommended Parliament to do something for the "Religious Education of the poor;"
and Lord John Russell, in a Letter to the President of the Privy Council, communicated
the desire of the Queen, that five Members of the Council should form a Committee
of Council on Education for the consideration of all matters affecting the Education
of the people.
This was the origin of the Privy Council Committee on Education — the Body under
whose sole authority all the Regulations in respect to the Education of the labouring
classes and the distribution of the Parliamentary Grants for education have been made
from 1839 to the present time. The Committee selected as its Secretary and Chief
Officer an experienced and able Educationist, in the person of Doctor James Philip
Kay, now Sir James Kay Shuttleworth. He submitted a plan for the proper training
of pauper children and on District Schools, — which was made the basis of a System
for reorganizing and improving the management of this class of Schools. In 1839 he
was appointed to the Superintendence of the Metropolitan District. To qualify him-
self better for a work so important, he visited and made himself acquainted with the
best methods of School teaching and management as practised in Holland, Belgium,
France and Scotland; and he planned and put into successful operation a Training
School for Teachers at Battersea. As Secretary to the Privy Council Committee of
Education, he laid the foundation of the present System of Elementary Education
carried on under thhe authority of the Committee. He was succeeded as Secretary of
the Committee of Council on Education by Mr. R. R. W. Lingen, A.M., who still con-
tinues to discharge his duties with great tact and ability.
The Committee of Council proposed to give aid on certain conditions; to erect
School Houses; to support Elementary Schools for the labouring classes, and Normal
Schools for the training of Teachers and Students attending them; to assist in procuring
supplies of Books, Apparatus and School Sittings at reduced prices; to provide for the
inspection of the Normal and Elementary Schools; to augment the salaries of Teachers,
etcetera.
NORMAL SCHOOLS IN ENGLAND AND SCOTLAND.
Normal Schools. — There are 48 Normal Schools, to /which Model, or practising,.
Schbols are attached. The Students remain in the Normal Schools about three years,
and thus receive there the greater part of their education, and not their professional
training only, as with us. The Normal Schools are supported chiefly by Parliamentary
Grants, but partly by local endowments, etcetera.
OTHER SCHOOLS AND EDUCATIONAL AGENCIES.
School of Science and Art at South Kensington. — The premises for this Establish-
ment were, at the instance of the late Prince Consort, purchased and the Buildings
partly erected out of the surplus of the funds of the first Universal Exhibition held in
London in 1851. A very extensive Museum has been established, and a School of Science
and Art on a large scale, with branch Schools of Design in the principal Cities and Towns
of the Kingdom, to the great improvement of practical Art, and to the extension of a
taste for the Fine Arts generally. The Parliamentary Grant made for thds purpose,
called the " Science and Art Department," amounted to 1865-6 to £161,841. . . .
OBSERVATIONS ON EDUCATION IN EUROPE. 287
SYSTEM OF INSPECTION AND COURSE OF INSTRUCTION.
The System of Inspection costs £49,459 per annum. A new System has been intro-
duced within the last three years. It is minute and thorough, and on its results depends
the amount of Grant to each School. There are six Standards of attainment prescribed
in article 48 of the "Revised Code." . . .
The System of Inspection is most efficient and very fair in ascertaining the progress
and attainment of Pupils. One object of the Revised Code was, as stated in the Report,
" to compel Teachers to attend to their scholars generally, and not mainly to the most
clever or regular among them." . . .
XVII. GENERAL OBSERVATIONS ON SYSTEMS OF PUBLIC INSTRUCTION IN
EUROPE.
PUBLIC PROVISION FOR COLLEGES.
In all the European Countries, however small, special provision has been made at
the public expense for the establishment of Colleges, and even Universities, embracing
the Faculties of Law, Medicine, Philosophy, and most of them Theology. The Colleges
are numerous, whether so designated, or, as in Germany, called Gymnasiums.
TAXATION OF PROPERTY FOR ELEMENTARY EDUCATION.
In all those Countries, with the exception of England and Ireland, (but including
Scotland), the Elementary Education of all classes, and especially of the poor, is made
a charge upon the Landed and other Property of the Nation. This charge is viewed
not as a burden, or charity, but as a debt, as much as any other public charge. . ./ «
PRACTICAL SCHOOLS FOR TRADES AND THE ARTS.
It is worthy of remark that the European Systems of Public Education provide not
merely for the Elementary and higher Classical, or Collegiate Education, and for the
regular training of Teachers and Professors, but also for practical education in con-
nection with the different pursuits and employments of life. The Universities, to enter
into which what we call Graduates are alone eligible; in which are the Faculties of Law,
Medicine, Theology, and in some Philosophy. Besides these Educational Institutions,
there are various more practical Schools, all of which are sequels of the Primary Schools,
and require an 'Entrance Examination of all Candidates for admission. In nearly all of
these Schools French, German, English, and sometimes other Modern Languages are
taught; also Natural History, Chemistry, Mineralogy, elements of Natural Philosophy,
Mechanics, Geometry, Practical and Descriptive Drawing, History, Book-keeping, etcetera".
Among these special Schools are Industrial Schools, Real Schools, Technical Schools,
Commercial Schools, Schools of Arts and Trades, of Agriculture, of Architecture, of Draw-
ing and Painting, of Forests, of Navigation, of high and even Commercial Schools for
Girls, Military Schools, etcetera. In most of these Schools the course of instruction is
four years; in some of them six, or seven, years. The Technical Schools are frequented
mostly by labouring Mechanics and Tradesmen in the evenings; the Industrial Schools
are superior to the Technical, and are next to the Real Schools, from which Students
often advance to Polytechnic Schools — the highest order of practical Schools. Profes-
sional education on the Continent of Europe implies merely a preparatory education for
any of the ordinary occupations of life, and not for the professions of Law, Medicine,
etcetera, as with us. There are also different kinds and orders of Normal Schools for
the special training of Instructors of all these Schools, Colleges and Universities. It is
thus that, in all the Continental Countries of Europe, provision is made by the State for
the education of all classes, from the Pauper to the Prince, and, in the preparatory Studies
for all the productive, Mechanical and Manufacturing employments, and for all the pur-
suits of Agriculture, Trade, Commerce, Navigation, the fine Arts, Literature, Science and
the Professions, which make up the industry, wealth, refinement and civilization of a
nation.
288
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
CONDITIONS OF EFFICIENCY IN EUBOPEAN SCHOOLS.
In reviewing the European Systems of Instruction, it will be observed that there
are four conditions essential to the efficiency of their Elementary Schools. (1.) Suit-
able Buildings, Furniture and Apparatus. (2.) A high standard of qualification for
Teachers, and their regular training. (3.) A liberal support of Teachers and a high
minimum of Salary, especially as in Holland, some of the Cantons of Switzerland, Baden,
Wurtemburg, and some of the Provinces of Prussia. (4.) Thorough inspection of
Schools by Inspectors, who are competent and practical Inspectors themselves.
TBUE METHOD OF EDUCATING A PEOPLE — ITS EFFECT.
Nor is it less obvious that the method of educating a whole people is not to attempt
to do everything for them, but to enable the people to educate themselves, and to compel
those who neglect, or refuse, to attend to this highest national interest and first right
of individual humanity.
1 think the preceding review also demonstrates that, just in proportion as a Country
provides liberally and systematically for the support of a truly National System of
Education, that Country advances in all the elements and characteristics of national
prosperity.
SPECIAL NOTE. Doctor Ryerson's Keport proceeds much further in discussing
various features of the Elementary and Higher Schools of Europe; but as I have
already given a full exposition of their more important characteristics, I shall not
further quote from it, especially as the whole Report is published in Volume
Twenty-One of the Documentary History of Education in Ontario.
REPORT OF SCHOOLS IN THE UNITED STATES.
In his " Eeport on Schools in Europe and America," Doctor Ryerson has de-
voted a good deal of it to an account of Schools in the United States, but as we
have so often had to refer to the Systems of Education in that Country since it
was written, it is not necessary to quote anything further on the subject from the
Report, except the following: —
SCHOOL FUNDS OF THE SEVERAL STATES IN JANUARY, 1859.
Alabama $1,425,933
Arkansas None.
California 739,487
Connecticut 2,044,672
Delaware 440,506
Florida None.
Georgia 440,900
Illinois 4,109,476
Indiana 4,912,012
Iowa 1,000,000
Kentucky 1,455,332
Louisiana 1,036,500
Maine 149,085
Maryland 181,167
Massachusetts 1;522,898
Michigan 1,384,288
Minnesota Lands.
Mississippi
Missouri 595,668
New Jersey $437,754
Nevada Lands.
New Jersey 437,754
New York 6,775,889
North Carolina 2,181,850
Ohio 2,500,000
Oregon Lands.
Pennsylvania None.
Rhode Island 299,436
South Carolina None.
Tennessee 584,060
Texas 2,192,000
Vermont None.
Virginia 1,677,652
Wisconsin 2,358,791
Total, January 1, 1849 $21,420,275
Total, January 1, 1859 40,445,356
UNITED STATES SYSTEMS OF EDUCATION, 1868. 289
The following is the concluding part of Doctor Kyerson's Keport: —
REMARKS ON THE UNITED STATES SYSTEMS OF PUBLIC INSTRUCTION.
GENERAL EXCELLENCE OF THE CITY AND TOWN SCHOOLS.
In the foregoing epitome of the Systems and state of Popular instruction in several
neighbouring States, I have said little of what has been done, or is doing, in Cities and
Towns. The reason is that the Schools are organized in the Cities and Towns, for the
most part by special Acts, and not under the general School Laws of the States. Taken
as a whole, I do not think, from my best observations and enquiries, that there is any
Country in the world in whose Cities and Towns, (except Leipsic, in Saxony), the
Systems of Education are so complete and efficient as in the neighbouring States,
especially in Boston, Providence, New York, Philadelphia, etcetera. There is one Board
in each City charged with the education of a large population, from the Primary schools
up to the highest English and Scientific Schools, and Classical, preparatory to the
University, and to the Professions, and to foreign Commerce. In each of these Cities,
and in each of many of the Towns, there is but one set of Regulations, and one series
of School Text-books; there are Classical Schools and Teachers, and some of the Cities
have their own Normal School for the training of their own Teachers, with Libraries,
etcetera. In the style, arrangements and furniture of their School Buildings, in the
character and Salaries of their Teachers, and in every provision for the education of
all classes of citizens, there is a manifest earnestness, an intelligence, and princely
liberality truly admirable and patriotic. Nothing but a personal visit and inspection
can convey an adequate idea of the comprehensiveness, completeness, and even in some
instances grandeur, of the establishments and Systems of Education in the Cities, and
in not a few Towns of our American neighbours. And where there are private and
select Schools and Seminaries in those Cities and Towns, they have to be conducted in
the most efficient manner possible in order to maintain an existence in competition
with the excellent Public Schools.
THE CITIZEN'S RECOGNIZED RIGHT TO EDUCATION.
There is another educational feature common to all the neighbouring States, and
worthy of the highest respect and admiration: it is the recognition of the right of
every citizen to the means of a good education, and the obligations of the State to pro-
vide for it. This is an article in the Constitution of several of the States, and is recog-
nized by a liberal provision in setting apart the proceeds of the sales of one-sixth, or
seventh, of their Public Lands to form a School Fund for universal education. This
has been followed up by School Laws, framed in the same spirit and with the same
design; very large sums of money have been raised and expended, and a net-work of
Schools has been spread over the land.
INADEQUATE RESULTS FROM AMERICAN COUNTRY SCHOOLS.
But here, in most of the States, the work has begun to halt, and the patriotic objects
of its projectors have been disappointed. The State has acknowledged and nobly endeav-
oured to redeem its obligation to provide an education for its every child; but it has
not provided that every child should qualify himself by such an education for citizen-
ship. It has placed the right of the Parent, or Guardian, and of the Employer, or Master,
to perpetuate ignorance, above the right of the child to be educated. It has made
universal suffrage the lever to lift the masses to Universal Education and intelligence,
in the absence of the requisite Educational power to move that lever. Nor is there
any adequate provision to secure the operations of a School in a single neighbourhood,
much less to secure properly qualified Teachers where Schools are established. The
result is, that when you leave the Cities and large Towns, and go into the rural parts of
the State, — the peculiar field of a National School Law and System, — you there find that
19
290 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
our American neighbours are not so successful in their Public School economy, and
accomplish results far below and short of the State appropriations they make, and the
machinery they employ for the sound education of all the people. This remark is
abundantly confirmed by the facts given in the above epitome of the Systems and state
of Popular Education in the States of Ohio, Pennsylvania and New York. A further
confirmation of the same remark is found in the defective education of many of the
grown-up young men of these States. The late Mr. Frederic H. Pakard, of Philadelphia,
for thirty years the distinguished and philanthropic Secretary of the American Sunday
School Union, published, in 1866, a pamphlet entitled " The Daily Public School in the
United States." He says: — "Such observations as we have been enabled to make in
interviews with many thousands of children and youth satisfy us that nine in ten of
them are incompetent to read properly a paragraph in the newspaper, to keep a simple
debit and credit account in a Mechanic's Shop, or to write an ordinary business Letter
in a creditable way, as to chirography, orthography, or a grammatical expression of
ideas."
In this same publication it is stated by a Chaplain in the Northern army during
the late civil war, whose intercourse was very extensive, " that a very large majority of
the Soldiers from the Northwestern States could read and write; but of these many
could read only very imperfectly, anad composed a Letter with great difficulty. Union
Soldiers from the slave States were destitute of Common School education. Thousands
of Soldiers learned to read and write while in the Army. In my own Sunday School of
150 to 250 from my own Regiment, I found that a large number were poor readers.
The same I found true of Schools in other Regiments. The letter-writing showed that
the Writers were very imperfectly instructed in orthography. The average age of the
Soldiers I met was certainly under thirty years. In a word, our Soldiers, in their educa-
tion, show that a great improvement is needed in our Common Schools."
CAUSES OF FAILUEE IN THE UNITED STATES COUNTBY SCHOOLS.
Such an imperfect state and deficiency of sound education could hardly be other-
wise where the Schools are only kept open from four to six months in the year by
youths 16 to 20 years of age, themselves poorly educated.
The inference from these facts is, that there may be an excellent School System,
and even universal machinery of Schools, and yet numbers of youths not educated at
all, and of those who attend the Schools many learn very little, and that very imper-
fectly.
The foregoing facts suggest the enquiry — an enquiry in which we, as Canadians,
are deeply interested — to what cause, or imperfections in the United States Systems of
popular education are so much educational failure and deficiency in the rural parts of
the States to be attributed? I will indicate two or or three causes which have been im-
pressed upon mv own mind: —
1. The first is a deficiency in the qualifications of Teachers. There cannot be a
good School without a good Teacher. There must then be provision against the employ-
ment of ill-qualified Teachers, and for securing good ones. In the neighbouring States
there is no State standard of a Teacher's qualifications, although, in one instance, there
is a State Board; there is no State Programme for the Examination of Teachers; in
most instances the Boards of Examiners of Teachers are not only local, but are elected
by County or Township universal suffrage, and each local Board thus chosen fixes its
own standard and makes its own conditions and regulations for the licensing of Teachers.
In some States the Trustees of each School examine and certify to the qualifications of
the Teacher, as well as employ him; in other places a Township Superintendent, elected
by universal suffrage; in other instances, a Township Committee, or Board, is elected
for the double purpose of examining Teachers and employing them. Even in Ohio,
where there is a County Board of three Examiners, appointed by the Judges of Probate,
there is no uniformity of standard, or of strictness in the Examination of Teachers. I
UNITED STATES SYSTEMS OF EDUCATION, 1868. 291
observe in one County, out of 258 applications only one was rejected — showing that the
Examination could have scarcely amounted to even a matter of form. The State Com-
missioner states the results of such deficiencies in his Report for 1866, in the following
words: "No one can visit the country Schools, hear the recitations, observe the dis-
cipline, examine the Teacher's records, and look upon the cheerless interior and exterior
of the School-rooms without a most depressing conviction of the inferior advantages
enjoyed by the Pupils, and the unfavourable educational influences by which they are
surrounded."
2. The second cause of this deficiency in the country Common Schools of our Ameri-
can neighbours appears to me to be the temporary employment and insufficient
remuneration of Teachers. This is indeed the chief cause of the " low grade of
Teachers," and the still lower grade of the Schools. In 'both Ohio and Pennsylvania
more than one-half of the Country Schools are kept open only four months of the year;
and this is the case in many country parts of New York. The Teachers are employed
there, not as in their Cities and Towns, by the year, but by the month. Their " wages "
are only for the months that the Schools are kept open. For these months a male
Teacher may receive from twenty-five to forty dollars a month, and a female Teacher
one-third and sometimes one-half less; and the other eight, or six, or five months of the
year, as the case may be, the Teachers must and do receive nothing, or seek other
employments. Thus the country male Teachers do school teaching work when they
can procure it to best advantage, and farm, or other manual work of some kind, the
other larger part of the year; and the female Teachers do likewise. Now, whatever
may be the liberality of the Legislature, and the framework of the School System, and
the patriotic aspirations and efforts of great numbers of citizens, in such a System of
temporarily employing and perpetually changing Teachers, there can be no material
improvement in either the qualifications of Teachers or the efficiency of the Schools,
or the education of the country youth.
In Ontario there is much room for improvement in these respects; but we have a
national programme for the Examination and distinct Classification of Teachers, and
nearly uniform methods of Examination; our Teachers, except in comparatively few
cases of trial, are almost universally employed by the year, in the Townships equally
with the Cities and Towns. By our method of giving aid to no School unless kept
open six months of the year, and aiding all Schools in proportion to the average attend-
ance of Pupils and length of time the School is kept open, we have succeeded in getting
our Schools throughout the whole Country kept open nearly eleven months out of the
twelve; the Teachers are thus constantly employed, and paid annual Salaries; and are
as well paid, all things considered, in perhaps a majority of the Country Schools as in
Cities and Towns. Some of our best Teachers are employed in Country Schools, a very
large proportion of which will favourably compare, in style and fittings of School
House, and efficiency of teaching, with the Schools in Cities and Towns. Indeed, for
several years at the commencement of our School System, the country parts of Upper
Canada took the lead, with few exceptions, of our Cities, Towns, and Villages.
3. A third and fruitful cause of inefficiency in the United States Systems of Popular
Instruction appears to me to be the mode of appointing the Administrators of their
' School Systems, and their tenure of office. In all the neighbouring States the mode of
appointing their State Superintendents has been by popular universal suffrage vote,
and for a period not exceeding three years, and in some instances not exceeding two
years; in the election of their County, or Town, Superintendents the same system has
been pursued. In New York and Pennsylvania a beneficial change has been introduced
in regard to the appointment of their State Superintendents — in the former the State
Superintendent being appointed by the joint ballot of the Senate and House of Repre-
sentatives, and in the latter by the Executive, with the advice of the Senate; but the,,
tenure of office in both States is for three years, as it is in the State of Ohio, whCTe "
the State Commissioner of Common Schools is still elected by universal suffrage through- ;
out the State. In looking at the School history of these States for .the last twenty
,:-r • •• -'•-'• -i""1 «rt ITC noil'
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
years, there are very few, if any, instances of any one of these highest educational
Officers continuing in office more than three years at a time. There is no department
of civil government in which careful preparation, varied study and observation, and
independent and uniform action, are so important to success and efficiency as in found-
ing, maturing and developing a System of Public Instruction; which it is utterly im-
possible to do where no one placed at the head of the System has time, or opportunity,
to establish and bring into effective operation any one branch of it. School legislation,
therefore, with our American neighbours is as unsettled now as it was at the beginning
of the last twenty years and more; it has been undergoing successive modifications;
and their Schools (except in Cities and Towns) are less improved than their Country
in every other respect. They seem to forget that the representative functions of Govern-
ment,— the power to exercise which is based on popular election, — relate chiefly to the
making of laws, and the imposition of taxes; but that the administration of law should
be free from the influences of popular passion, and be based on immutable maxims of
justice and patriotism. They recognize this in the selection and appointment of the
supreme Judges of Constitutional and Civil Law; so should they in the supreme admin-
istration of School Law, and in the development of School economy.
Our American friends appear to me to suffer equally, if not more, in their educa-
tional interests from their love of rotation of office and frequent popular election to it,
in respect to their County and Town Superintendents of Schools. Their System appears
to me to be inconsistent, as a general rule, with the selection of competent Superin-
tendents, or with the impartial and thorough administration of the Law, among those
by whom the Local Superintendents are elected, or opposed, and to whom such Super-
intendents are looking for votes at an approaching election.
4. In the fourth place, I think the progress and efficiency of the Common Schools
in the neighbouring States are also much impeded by the absence of anything like
uniform series of Text-books, the great evils of the endless variety of which are graphic-
ally portrayed and earnestly lamented in their School Reports, but for the removal ot
which no remedy is provided.
Such appears to me the chief defects in the American School System, so far as I
have been able to examine and observe them. In a former part of this Report I have
also stated what appeared to me the cardinal defects of the English Elementary School
System, as compared with .that of other European Countries.
In the absence of any ground, or pretext, on which I could base a national view of
education for the Dominion of Canada, 1 have confined my Special remarks to my own
Province. I have presented the Systems and progress of Popular Education in several
inland States of Europe, — such as Baden, Wurtemberg, etcetera, maintaining after having
achieved their independence, and enjoying much greater liberty and prosperity than
some of the largest European Kingdoms. I refer to these facts to remind my fellow-
countrymen of Ontario that whatever may be our future relations, whether those of
united Nationality with the rest of British North America, or those of isolated inde-
pendence, we have no reason for apprehension, or discouragement, having within our-
selves, under the Divine Blessing, all the essential elements and resources of nationality,
freedom, progress and happiness.
Your Excellency's obedient servant,
TOBONTO, March 4th, 1868. EGEBTON RYEBSON.
THE LONDON TIMES ON THE REVEREND DOCTOR RYERSON'S RE-
PORT ON EDUCATION IN FOREIGN COUNTRIES.
NOTE. The following Review by the Editor of the London Times of Doctor
Ryerson's Report on the School System of Europe is both interesting and instruc-
tive:
A very useful and interesting synopsis of the Systems and state of Popular Educa-
tion on the Continent of Europe, in the British Isles, and the United States of America,
LONDON TIMES ON DR. RYERSON's REPORT ON EUROPEAN SCHOOLS, 1868.
has been presented to Major-General Stisted, C.B., Lieutenant-Governor of the Province
of Ontario, Canada, by the Reverend Doctor Ryerson, Chief Superintendent of Educa-
tion in that Province. Doctor Ryerson appears to have visited the Countries whose
Systems of Education he describes, and he was specially charged with the duty of pre-
paring a Separate Report on Institutions for the Deaf and Dumb and the Blind, which
will follow. The Report enters very tersely into the Systems pursued in France,
Prussia, Holland, Switzerland, Belgium, Baden, Wurtemburg, Bavaria, Saxony, Austria,
Denmark, Sweden and Norway, and Great Britain. . . . Some of these Countries
have borrowed their Systems from the others, but into each plan some modification,
greater or less, has been introduced which deserves notice. In the Denominational and
Communal Schools of France, Religious Instruction is duly recognized, yet in the Com-
munal Schools "no child of a different Religious profession from that of the majority
is constrained to take part in the Religious teaching and obesrvances of his fellow
scholars." Religious freedom is iusured. Ministers of different Communions are to
have free and equal access to the children of their own faith in the Common Schools.
" Denominational " School, however, have increased, and when a School is appropriated
to one Denomination no child of another Denomination is admitted without a written
request from the Parents, or Guardians. Communal Schools are established and main-
tained by the joint action of the State, the Departments, the Communes, Fees of pupils,
and individual contributions. Every Commune must provide a School House and
Residence for the Teacher. If the Commune refuses, or neglects, to provide by Tax
on the property at the rate of three per cent., the Government imposes and collects it.
If the Commune, on account of poverty, or disaster to the crops, cannot raise the sum
required, the Department to which such Commune belongs must provide it. If the
revenues of the Department, by a Tax of two per cent., are not sufficient to meet the
deficiencies of all the Communes, the balance is supplied by the State. 'Each Commune
is at liberty to establish a Free School, and the Mayor can exempt children of very poor
Parents from paying the School Fees. The Schools taught by Religious Orders are
called " Congreganist Schools," — Ecoles Congreganistes. Public Teachers, whether male
or female, must have a Certificate, (brevet de capacite), except the female members
of Religious Orders, whose Certificates of obedience, (lettres d' obedience), are accepted in
lieu of the Certificat of Brevet. There are more than eight times as many of the
breveted Assistant Teachers among the laymen as among the Congerganists. The
Inspectors found thirty-five per cent, of the Common Schools "good," and the same
proportion of " Congreganist " Schools. The training expenses of Teachers in the
Normal Schools were defrayed by the State, the Departments, the Towns, even the
Schools, and by the Pupils themselves and their friends. Of the 37,510 Communes of
the Empire only 818 had no Schools, but they sent their children tto neighbouring
Schools. The Schools of the Religious Orders are to the lay, or Common, Schools, as
seventeen to fifty-one and a half. Out of 4,336,000 children attending the Schools, a
million and a half are admitted free from charge. It seems that in France the children's
first Communion at Church is the limit of their stay at School. When they have no
more Catechism to recite, they cease to attend. In Prussia the System of Education
is mainly " Denominational," but Protestant and Roman Catholic Schools are generally
separate. It is seldom you find a " mixed " School of both. There is a regular gradation
of School Authorities, from the Schoolmaster up to the Minister of Education, and the
System percolates from the highest State powers, and is within control of the central
Government. The relations of the Protestant Church with the Government are har-
monious, but the Catholic Church, on the contrary, is in perpetual discord with the
State on this subject. Every Commune in Prussia must find a School for all children
from six to fourteen, by a Rate on property, by Fees from the scholars, and if there is
a deficiency the State is applied to for it. It is unnecessary here to go into the Prus-
sian Compulsory System of Education. Of Germany, M. Baudouin, the French Commis-
sioner, in 1865, says: "The smallest hamlet has its Primary School, the smallest Town
its Gymnasium, its Citizen and Real Schools perfectly organized, endowed and inspected.
294 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
In Germany everyone is interested in youth; the highest personages and women of the
first rank consecrate to it their time, their property, their experience. The best Writers
write Books for small children; the Poets, for their lessons in Vocal Music, write
verses which the most illustrious of Composers do not disdain to set to music. The
entire German people appear convinced that to occupy, themselves with the instruction
of youth is to fulfil a personal duty and labour for the future of their Country." As
to the Schools of Holland, Cuvier, the great Naturalist, on visiting them in 1811, was
delighted and astonished when he saw them, and pronounced them above all praise.
M. Cousin was equally gratified in 1836. The Dutch Schools are excellent. The
Religious Instruction is general. Perhaps we may say it is based on Christian ethics,
but it never trenches on grounds of Religious controversy, or Religious differences.
The Teachers must all have Certificates, and they are superior to the Prussian Teachers.
A broken-down tradesman, an ignorant charlatan, cannot teach in a Public School
without a Diploma. Lutherans, Catholics and Calvinists are taught together in the same
Schools, the Catholics, in point of numbers, standing mid-way. In Belgium the Schools
are supported by the Communes, the Provinces, and the State combined. In 1830,
when Belguim was separated from Holland, the Communes relaxed in their efforts in
building Schools, and the State had to assist — the State paid one-sixth of the cost, the
Province one-sixth, and the Commune four-sixths. There is no compulsory Law of
Education in Belgium, and Popular Instruction is not greatly developed. The number
of Militia not knowing how to read or write is 31 per cent. The dissensions between
the Catholic party in Belgium and the Liberals retard the progress of the Schools. In
Baden, Grand Duchy, the Schools are partly supported by the Communes, and although,
since 1864, Education has given rise to much discussion, the Catholic party objecting to
many provisions of the Project, or Code, of Doctor Kneiss yet it seems probable that
Non-denominational Schools will ultimately prevail. In Austria, School attendance is
obligatory, and the Communes are bound to establish and support the Primary Schools.
In default of their children's attendance, the Parents may even be fined by the
Authorities, and these Fines are added to the funds of the Communes. The School
Certificate of Instruction may be made a condition of a young person's being appren-
ticed, or getting married. No Brewer, Manufacturer, etcetera, can employ a child under
ten years of age, unless that child has attended a Communal School one year, and those
who employ children of ten years of age must send them to the Night School. Loolcing
at the Empire of Austria throughout, there are 65 per cent, of the children between
seven and twelve years of age in average attendance daily at the Schools. Since Austria
met Prussia in battle at Sadowa she has awakened to a sense of the value of Educa-
tion, and has given to it a larger share of her attention than she gave before. In
England, the " Revised Code " prescribed the principles on which the State assists
Education, but there is an immense number of Schools which do not and will not have
anything to do with the State. The English System is Denominational, and springs
from and takes its initiative from Denominational zeal and local contributions. The
Irish System is well known. In Scotland changes are perhaps impending; the Revised
Code is not yet applied there in all its features, as in England. In Massachusetts,
America, in 1636 — that is, 16 years after the landing of the Pilgrim Fathers from the
Mayflower — Harvard College was founded, and in 1642 enactments were framed for
General Education in the Colony — the fundamental principles being that it should be
" compulsory." The System remains much the same now. The Massachusetts Board
was founded in 1837. The Schools are supported by local taxation. No child under
ten years of age can be employed in any Manufacturing Establishment, and no child
between ten and fourteen shall be employed unless he has been at School at least six
months in the year preceding that of such employment, and no child under fourteen
years shall be employed in a Manufacturing Establishment more than eight hours In a
day. The System in Connecticut was matured in 1701, when a Tax for Education in
each Township was established. In 1795 the "State School Fund" was founded for
" Common Schools " by devoting to them the proceeds of a portion of Public Lands ceded
SUGGESTIONS TO IMPROVE THE ONTARIO SCHOOL SYSTEM, 1868. 295
to the State of Ohio. In 1856 the following amendment to the Constitution of Connec-
ticut was adopted, and it ought to foe emblazoned on the walls of our chief public build-
ings in London, Manchester, Liverpool, and elsewhere: "Every person shall be able to
read any article of the Constitution or any Section of tne Statutes of this State before
being admitted as an Elector." One wonders how such a law would operate in Eng-
land. Suppose we were to prohibit children from going to work before ten years of
age absolutely; and further, that we should provide that none should vote at elections,
or in Parish Vestries, unless he could read; and further, that no Parent should receive
out-door relief unless his children, up to a certain age, were sent to School, the Guar-
dians paying the School Fees, might not these provisions, added to the strong induce-
ments which the nature of almost all employments, except Agriculture, at the present
day, carries with it to acquire the elements of learning, lead to some sensible improve-
ment in the attendance at Schools, and clear the streets to a great extent of those
" waifs and strays " whose time is spent in selling cigar lights, or tumbling for half-
pence?
SUGGESTIONS FOR THE FURTHER IMPROVEMENT OF PUBLIC
INSTRUCTION IN ONTARIO.
(From Doctor Eyerson's Special Report on the State of Popular Education in
Europe and the United States.)
Many suggestions which I might here offer have been anticipated by the general
remarks which I have made on European and American. Systems of Popular Educa-
tion.
I do not suggest at present any material amendment of our Grammar School Law;
or any amendment of the general provisions of our Consolidated Common School Act;
or any change in the mode of appointing any Officers authorized to administer it. But
I do submit to the calm and favourable consideration of the friends of universal educa-
tion, both in and out of the Legislature, certain modifications in some of the details
and practical applications of our School System. . . .
The value of local supervision through the agency of County, instead of Township,
Superintendents, has been tested in the various States, and from each of these States
the gratifying intelligence comes that it has proved the most valuable feature of their
School System. The Honourable J. P. Wickersham, the present Superintendent of
Public Instruction in Pennsylvania, says: —
" It is not claiming too much for the office of County Superintendent to say that
it has vitalized the whole System. To it more than to any other agency, or to all other
agencies combined, we owe our educational progress during the last twelve years."
Constitution of County Boards of Examiners. — I think a great improvement may
also be made in the constitution of County Boards of Examiners, which consist of Local
Superintendents and all Trustees of Grammar Schools. If it were reduced to three
competent Persons in each County it would be a great saving of time and expense, and
contribute much to the efficiency of such Boards. Perhaps the County Judge, the
County Superintendent, and a practical first-class Teacher, appointed by the County
Council, or by a County Teachers' Association, would be as economical and efficient a
County Board of Examiners as could be devised.
Permanent First-Class Certificates. — It appears to me also worthy of consideration,
whether the First-class Teachers' Certificates ought not to be more permanent than they
are; that while a First-class Certificate ought not to be given except upon the ground
of efficiency of teaching, as well as of attainments, yet when once given, whether it
ought not to be during life, unless revoked. . . . This assumes, of course, that the
standard of qualifications of Teachers should be so raised as to prevent the licensing
of any Teacher who is not qualified to teach the prescribed Programme of Common
296 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTA1UO.
School Education. . . . The secret of the success and efficiency of the School Sys-
tems of Holland, Switzerland and other European Countries, as also in the Cities and
Towns of the neighbouring States, is traced to their securing thoroughly qualified
Teachers, and the thorough oversight and inspection of the Schools. And it is of the
unfitness of Teachers,— the employment of inexperienced and unqualified Boys and
Girls, — that our American neighbours ascribe the deplorable inefficiency of many of
their Country Schools. We should profit by the experience of both sides of the Atlantic.
I am persuaded that if we protect the Teachers' profession against the intrusion of
unqualified persons, we shall seldom, or never, be without a sufficient number of duly
qualified Teachers in any County in Ontario. Besides, there are many Teachers, and
they will be found in increasing numbers, worthy of a Provincial, or National, Certifi-
cate of Qualifications, available for life, (during good behaviour), in every part of the
Province.
Protection of the Teachers. — The frequent change of Teachers has long been com-
plained of as one of the most serious impediments to the progress of the Schools in
many instances, as well as to the continuance of good Teachers in the profession. The
fixing of a minimum Salary of Teachers is one means of abating the nuisance of low-
graded and low-priced Teachers, and of keeping good Teachers in the profession;* but
another means of scarcely less importance is to prevent the needless and injurious
changes of Teachers. It will have been seen that in all the educating Countries of the
Continent of Europe a Teacher, when once employed, cannot be dismissed without the
concurrence of the Inspector, and, in some instances, not without the concurrence of
higher authority. In England, Ireland and Scotland, Teachers are as secure in their
places, during good behaviour and efficiency, as if they held office under Government.
In Ontario, Trustees and people themselves, as well as Pupils and Teachers, should
have better protection than now exists against changes as the result of mere personal
feeling.
Adequate Accommodations for the Schools. — The law requires that the Trustees
in each School Section shall admit to the School all resident applicants between 5
and 21 years of age; for whose instruction, in regard to both room and teaching,
provision should, of course, be made. But complaints come from many School Sections
that the Schools are utterly incapable of accommodating all the Pupils, who are, in
aome instances, literally packed in a School House, and that many of the School
Houses are altogether unfit for use; yet the Trustees will do nothing to enlarge and
improve them. Of course, there can be no proper discipline, or teaching, under such
circumstances. ... In the neighbouring State of New York, the County Superin-
tendent has authority to condemn a School House as inadequate in size, (allowing
a certain number of square feet for each Pupil,) or unfit for use, and that the School
kept in such House cannot share in the Public School Fund, while such sentence of
condemnation continues. Some such provision is required among us.
Power of Establishing Township Boards of School Trustees. — But the inconven-
ience and disadvantage of Small School Sections would be remedied by having each
Township a School District, as in Massachusetts, Pennsylvania, and Ohio, with a Town-
ship School Corporation, or Board of Trustees, to arrange and manage all the Schools
and School affairs of the Township. I explained and discussed this question at large in
each County during my last official tour of Upper Canada, in 1865; I need not, therefore,
dwell upon it here. A large majority of the County School Conventions concurred in
my recommendations on the subject. I propose facilities to enable a majority of the
* In a Draft of a Public Sdhool Bill, in 1868, which Doctor Ryerson sent to the Members of
the New Legislature of Ontario, to enable them to fully consider the proposed School legisla-
tion before the Meeting of the House, he proposed to fix the minimum salary of a Male Teacher
In the Country Schools at $300, and of Female Teachers at $200. As the Bill was not pro-
ceeded with, nothing was done on that subject at the time. In 1907, however, the 39th Section
of a Public Schools Act of that year provides for the raising of a special sum both by the
Municipal Council and the Trustees of a School Section to aid in the payment of the Teacher's
Salary, in addition to the Government Grant and the equivalent assessment by the County
Council. Assistant Teachers are also aided in the same way.
SUGGESTIONS TO IMPROVE THE ONTARIO SCHOOL SYSTEM, 1868. 297
Ratepayers, or their Representatives, in each Township, to establish Township School
organization at their pleasure.*
High Schools for Girls. — I would suggest that more specific and effectual pro-
vision be made than has yet been made, for the better education of Girls. It is the
Mother, more than the Father, that decides the intellectual and moral character, if
not the material interests of the household. 'A well educated woman seldom fails to
leave upon her offspring the impress of her own intelligence and energy; while, on the
other hand, an uneducated, or badly educated, Mother often paralyzes, by her example,
and spirit, all the efforts and influences exerted from all other sources, for the proper
training and culture of her children. In the rural parts of the Country, the education
of Girls, as well as Boys, must chiefly depend upon the Common mixed Schools; and on
the improved efficiency of those Schools depends the education of nine-tenths of our
Country's future population.! With three, or four, exceptions, there are with us not
even, high Central Schools for both sexes; there is only the Common Ward School;
there is no 'High English School to teach the higher branches of English, including the
elements of Natural History, Chemistry and Philosophy, and the proper subjects of
a Commercial Education; much less is there a High School for Girls, embracing a
Curriculum of Studies required for imparting a sound education for females. Our
Grammar Schools do not supply this desideratum. From the beginning, in the State
of Massachusetts, the duty to establish and support High Schools, as well as Common
Schools, has been exacted of every Town (Township) of a given population. The ful-
filment of a similar obligation should, I think, be required of each of our Cities and
Towns, and a special apportionment should be made out of School, or other public,
funds to encourage and aid in that special and important work.
The Common Schools Entirely Free. — I have also to suggest for consideration
the important question of declaring the Common Schools Free throughout Ontario. The
course pursued among us on this subject is different from that which has been adopted
in the neighboring States. In the Free School States the Schools have been made
Free by an Act of the Legislature. With us the Legislature, by the School Act of 1850,
invested each School division, or section, with power to decide the question annually for
itself. The question has, therefore, been discussed and voted upon again and again,
for years [until 1871, when the Legislature passed an Act declaring that all Public
Schools should be free Schools in the future]. . . .
Compulsory Education. — My last suggestion relates to the important subject of
Compulsory Education, — a question very simple in itself, but much mystified and com-
plicated by misapprehension.
The French Minister of Public Instruction, in his Report for 1865, gives, under the
head of the "Relations between Public Instruction and Morality," statistical Tables,
showing the effect of compulsory education in diminishing crime in the different
Countries of Europe. He concludes with the following forcible and beautiful remarks: —
"We cannot afford to leave uncultivated, during perhaps the half of life, the
precious treasures of popular intelligence, when we see that the progress of morality
follows that of public instruction and general prosperity. The gain made by the
Schools coincides with the loss sustained by the prisons."
I also remark, that if it is right to tax the property of all for the education of
all, it must be equally right to see that all are educated; otherwise it is in so far
raising money under false pretences.
Be it observed, too, that if it is the right of every child to receive such food
and care as will nourish his body to maturity, he must have a higher right to such
intellectual nourishment and care as will mature his higher powers of manhood. And
if such be the inherent, divine right of the child, the State should protect the child
*A Paper on this subject will be inserted further on.
t This defect was remedied subsequently, and Girls were educated In High Schools and
Collegiate Institutes, as well as Boys.
298 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
in the enjoyment of that right, against any Parent, or Guardian, who should, by neglect,
or otherwise, attempt to deprive the child of such right.
Finally, I beg to observe, that every System of Public Education is a system of
compulsion. Even a Public Grant for educational purposes is taking from each citizen
something, whether he likes it or not, for the education of others. By the imposition
of a School Tax for the erection of a School House, the payment of a Teacher, or other
expenses of a School, each Rate-payer is compelled to pay, however unwilling, for those
purposes. And if by such universal Tax on the property of a City, Town, or neighbour-
hood, the means of instruction are provided for every resident child of School age, has
not every Tax-payer the right to insist that every child shall be educated? The Parent
or Guardian may prefer a School at home, or Private, or other, School than the Public
School for the instruction of his children. Well and good, let him be the sole judge of
that.* But he has no right to the choice as to whether his child shall, or shall not, be
educated at all, any more than he has the right of choice as to whether his child shall
steal or starve, as long as he is a member of a civil community, whose whole interests
are binding upon each member.
Every System of Public Instruction, being compulsory in its very nature, the com-
pulsion to be educated should be co-extensive with the interests of the whole community.
And that community which provides most effectually to free itself, and keep itself free,
from ignorance and its consequences, contains within itself the elements of the greatest
freedom. One of the freest States of the American Republic, — Massachusetts, — and the
wealthiest State, in proportion to its population, and the most advanced in Science,
Literature and Manufactures, — has, and has had from its commencement, the most
compulsory System of Education in America, and pays, and has from the beginning
paid, the largest proportional sum for its support, and made all its Public Schools
Free, besides providing Reformatory Schools for the idle and vicious.
In my Report on the Systems of Popular Education in Europe, I have noted the
compulsory feature of those Systems, and shown how it is carried into effect; an3
(under the head of " Compulsory Education,") I have extracted from the Report of
the French Minister of Public Instruction, and from the Report of the French School
Commissioner to Germany and Switzerland, a summary history of the law of compulsory
education in different Countries of Europe. . . .
In all those European countries, where the law for compulsory education exists,
the simple penalty of fine and temporary imprisonment has been found sufficient to
give it effect, and with, perhaps, the addition of a milder penalty of imposing a special
Rate-bill for absent School children, would secure the universal education of children
a part of the year in all the Townships; while some additional provision might be
required in "An Act for the Instruction of Idle and Truant Children in Cities and
Towns," with, perhaps, Industrial Schools. . . .
During my last official tour of Upper Canada in 1865, a very large majority, (thirty-
seven), of the County School Conventions adopted Resolutions in favour of compulsory
provisions of Law to secure to all children from 7 to 14 years of age the benefits of
Stehool instruction 4 or 6 months each year. . . .
* The general law in Europe on this subject Is summed up In the following statement of
Mr. Kay, late Travelling Bachelor of the University of Cambridge. " The Germans and Swiss
have always left to the Parent the greatest possible liberty of choice as to the manner In
which he will educate his children ; they have only said, 'the happiness and social prosperity
of every Country require that all its members should be capable of thinking, be intelligent,
and above all religious, he who does not educate Ms children is an offender against his
Country, inasmuch as he lessens the probability of Its prosperity and happiness ; therefore
such a Person must be punished, that other careless citizens may be deterred from following
his example.' Indeed, by such a train of simple reasoning as this, the Prussian Government,
as well as the Governments of Germany, Denmark, Switzerland and Sweden oblige every Parent
to educate his children. He may send them to any School he pleases, In any part of the
Country ; he may have a private Tutor at home if he pleases ; or the Mother may perform the
office of Teacher. In all this the Government does not Interfere. All that is demanded is, that
as the State Is Immediately and essentially interested in the right development of the mind at
each one of the citizens, the Country should have satisfactory proof that the children of every
Parent are being properly educated In one way or another."
VISIT OF THE PRINCE OF WALES TO NORTH AMERICA, 1860 299
The object of these suggestions is to aid in perfecting our Educational System,
that all parties labouring under it may be enabled to prosecute their work to greater
advantage until there shall not be a child in the land ten years of age, and of a sound
mind, who shall not be able to read and write well.
NOTE. — A Draft of School Bill was prepared and submitted to the Govern-
ment by the Chief Superintendent. It provided for the carrying out of his various
suggestions, and was laid before the Legislature during the Session of 1868, but
was deferred for further consideration.
VISIT OF HIS EOYAL HIGHNESS ALBEET EDWARD, PRINCE OF
WALES, TO BRITISH NORTH AMERICA, 1860.
The occurrence of so auspicious an event as the visit to these Provinces of our
then future King, as Prince of Wales, has induced me to include in this record of
that visit copies of the Educational Addresses presented to him in the various
Provinces, and his replies thereto, and also the numerous spontaneous greetings
which everywhere met him by groups of School Children which were gathered
together in the various Towns through which he passed.
The following account of the Prince's Visit was written on the occasion by
the Reverend Doctor Ryerson, in September, 1860: —
The Heir to the Throne of the British Empire visiting the Provinces of that Empire
in America is a new fact in the history of both. Never was a Visit more graciously
made, or more cordially received. The personification of Free Monarchical 'Government
and the spirit of British North America liberty meet for the first time; and never was
meeting more affectionate, or congratulations and Prayers more hearty. The Repre-
sentative Person of majesty, and the Representative thousands of freedom, mutually
embrace each other with ardour and earnestness that 'bespeak the strongest convictions
and the deepest feelings.
Why is this? No favours are sought, or expected, on either side. The Visit is not
diplomatic, nor are the greetings those of official cliques. The Visit is the expression
of a Queen-Mother's affection to her son, and a Queen-sovereign's love to her free people;
and the reception is the spontaneous ovation of all ranks, classes, parties and ages;
the unanimous, concentrated heart of our whole Country, offering its warmest tribute
of Love and Loyalty to the Filial Representative of the most beloved of Sovereigns,
and the truest Guardian of civil and religious liberty.
The universal and cordial welcome to the Prince of Wales was the cordial homage
of a virtuous people to parental, royal and personal virtue, — the intelligent appreciation
by a free people of a principle of Government and Law, which is above party; which,
like the Sun in the firmament, is no less impartial than universal in its benefits. . . .
The Visit of the Prince of Wales to these Provinces must have been one of great
pleasure, profit and pride to His Royal Highness, as it has been one of great interest
and satisfaction to all classes of their inhabitants. The interest of that visit has been
not a little increased by the position and character of the Statesmen and other able
and accomplished 'Gentlemen constituting the Prince's Suite. The presence of General
Bruce, — holding the responsible office of Governor to the Prince, — could not fail to
awaken pleasing recollections in the minds of many hundreds in Canada. General
Bruce is known to be a younger brother of the Earl of Elgin; and he was, as Colonel
Bruce, Lord Elgin's Private Secretary when Governor-General of Canada. As no one
Governor ever contributed so much to settle the System of Constitutional Government,
develop the Resources, and form the Municipal and Educational Institutions of Canada
as Lord Elgin, so no Officer holding the office of Private Secretary to the Governor-
sou
DOCUMENTS ILLUSTRATIVE OF LDUCAT1ON IN ONTARIO.
General, as Colonel Bruce did, or perhaps could have done, so much as he did to second
his noble Brother's exertions, and, by his courtesy, kindness and ability to secure the
r^pec.t and affection of all who ever had intercourse with him. The success and
advancement of both Lord 'Elgin and General Bruce since their official connection with
Canada ceased is no less gratifying to the people of this Country than it is honourable
to themselves and to their Majesty's Imperial Government.
A prominent feature of the Prince's Tour in the British Provinces has been his
welcome by the minstrel voices of thousands of Children, and his numerous personal
visits to Educational Institutions and his liberal remembrance of them since his
departure, ISfiQ.
THE PRINCE'S TOUE IN BRITISH NORTH AMERICA.*
His ARRIVAL AT NEWFOUNDLAND, JULY 24TH, 1860.
His Royal Highness the Prince of Wales, on his first arrival in America, made
his entry into St. John's, Newfoundland, on the 24th of July, and was received
with every demonstration of joy. Among the most delighted of those who wel-
comed him, were the School Children, who sang "with heart and voice" the noble
old National Anthem. On the departure of His Royal Highness, the School
Children again assembled to bid him farewell, in the words of the same old grand
melody.
THE SCHOOL CHILDREN AT HALIFAX, NOVA SCOTIA, JULY 30TH.
From Newfoundland, the Prince proceeded to Halifax, in Her Majesty's
steam-frigate Hero. He was accompanied by the Admiral of the North American
Station, Admiral Milne, in Her Majesty's ship Nile, and was received with every
demonstration of joy.
As the procession in Halifax passed from Granville into Barrington Street,
the Prince stopped in front of the stand, which was completely filled with School
Children, who sang the National Anthem as he approached, to which these two
verses were added:
Welcome! our Royal guest;
"Welcome from every breast,
From every tongue —
From hearts both warm and true,
Hearts that beat high for you,
Loudly our welcome due,
To thee be sung.
Prince of a lofty line,
The virtues all be thine,
Which grace our Queen:
To her we pay through thee,
Love, faith and loyalty —
Homage which fits the free!
God save the Queen!
Better singing there might be, but one must have lacked the better part of
human nature to have listened to the clear voices of this child multitude singing
out this simple welcome in the simply grand strains of the Anthem and not have
been moved by it. The appearance of the Children, too, the Girls dressed in white,
as they sang the verses, was one of the most touching things in the whole demon-
stration. A social feature in the arrangement is worthy of notice. There was a
large number of Negro Children, and white and black were generally mixed to-
gether.
* Compiled from various sources by the Editor of this Volume.
THE PRINCE OF WALES AND HIS SUITE.
301
THE PRINCE OF WALES AND HIS SUITE.
The Prince is the central figure, to his right are Sir Edmund Head and Major Tisdale, and -,
to his left are Colonel Bruce and the Duke of Newcastle.
30? DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
KING'S COLLEGE, WINDSOR, NOVA SCOTIA, AUGUST 2ND, 1860.
The Prince on reaching Windsor was received with a right loyal welcome.
Windsor being a University Town, the principal Mottoes were:
" Principis est virtus nosse suos!"
Over the principal arch were the words: —
" Moenia ipsa atque tacta exultant!"
On his arrival at Windsor, the following Address was presented to him by
this University Town:
May it please Tour Royal Highness, — We, the loyal inhabitants of the Township
of Windsor, of the County of Hants, in the Province of Nova Scotia, beg leave to
approach your Royal Highness to offer the humble expression of a heartfelt welcome.
Representing on this happy occasion the loyal feelings of the oldest University Town in
' Her Majesty's widely, extended Colonial Possessions, we view it as our highest privilege
': and singular honour to be permitted to greet your Royal Highness in the immediate
'neighbourhood of an Institution founded by His Majesty King George the Third, the
august and illustrious Ancestor of Your Royal Highness. Believing that the University
of King's College, Windsor, has continued during successive years to answer the wise
and benevolent purposes of its Founder, and knowing that in King's College, under
the Royal Charter then granted, have been educated in Religion, in Literature and in
Science a great number of the Clergy, many of the most distinguished members of the
Bench and Bar in this and the neighbouring Colonies, many military men, whose heroic
achievements have been widely celebrated, and several others, including members of
the different Religious Denominations, equally conspicuous in the various walks of life,
all of whom have ever manifested the firmest allegiance to the British Throne and
•Government. But we are aware that Your Royal Highness has only a few moments
to bestow for this brief but ever memorable occasion. We are extremely grateful,
and we hope that Your Royal Highness' visit to Nova Scotia may be agreeable to Your
Hoyal Highness, as it is most welcome and most gratifying to us; and that on your
"happy return to Windsor Castle and to the renowned University in which Your Royal
: Highness is enrolled, Your Royal Highness may convey to Her Gracious Majesty, our
i "beloved Queen, the assurance of the sentiments of inviolable loyalty to the Throne, and
of affectionate veneration for the Constitution, which pervade all ranks and classes of
Her Majesty's Subjects in this portion of her Dominions; and not least, the youth of
our University, educated in a Town whose fortress was honoured by the presence, and
I still bears the name, of Her Majesty's illustrious Father.
i
THE PRINCE'S REPLY.
Gentlemen, — The Address which you have presented to me demands my acknowledg-
j ments. It is a pleasure to me to visit, even though it be but in passing, this Seat of
Learning in British North America; to find that the sons of these Provinces are suc-
cessfully pursuing, within the precincts of your Town, the Studies which I have myself
abandoned, only for a time, that I might come to these Lands. I thank you for your
kind recollection of my Grandfather, and for your loyal sentiments.
SCHOOL CHILDREN AT ST. JOHN, NEW BRUNSWICK, AUGUST SRD.
From Nova Scotia the Prince proceeded to New Brunswick. Inside the gate
of the Prince's Residence at St. John, were two thousand School Children, the
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860.
303
Boys in black and the Girls in white, who sang the National Anthem and strewed
bouquets on the roadway. The following two verses of the anthem were added :
Through every changing scene,
O Lord! preserve the Queen,
In health to reign.
Her heart inspire and move
With wisdom from above,
And in a nation's love,
Her throne maintain.
Hail! Prince of Brunswick's line,
New Brunswick shall be thine:
Firm has she been.
Still loyal, true, and brave,
Here England's flag shall wave,
And Britons pray to save,
A nation's Heir.
The Prince was delighted, and came out and walked up and down the path
with his Suite, bowing to the Children. It was a very pretty sight, as the Children
cheered and clapped their hands, His Royal Highness, walked down the avenue,
and thus gratified the dear little people. The youngsters departed delighted to
their homes.
UNIVERSITY OF LAVAL COLLEGE, QUEBEC.
The Prince visited the Laval University, where he received an Address from
the Bishop and members of the Faculty of the University, who in their black
Gowns, relieved by scarlet edgings, and fastened by scarlet tassels, were there to
receive him. The Address was read in French and English as follows: —
May it please four Royal Highness, — It is with feelings of the greatest respect that
the Members of the Laval University beg leave to lay at the feet of Your Royal Highness
their homage and the expression of their liveliest gratitude. They are happy to see
within its walls the Heir Apparent of a vast Empire, the eldest Son of a noble Queen,
whose domestic and public virtues the world acknowledges, and loudly proclaims
the worthy Representative of that Gracious Queen to whom this University is indebted
for the Charter of its erection, charged with the mission of receiving, in the name of
our August Sovereign, the homage of Her faithful subjects. Your Royal Highness will,
we fondly hope, deign to accept the expression of the deep gratitude with which we
are filled towards Her Majesty. Actuated by this feeling, we pray Your Royal High-
ness to believe that the Professors and Alumni of this Institution will make it their
constant endeavour to prove themselves worthy of the Royal favour. This, the first
and only French Canadian University thus honoured with the Royal protection, will be
a lasting monument of the desire of Her Majesty to provide for the happiness of all Her
subjects, while it will form a new tie between their fellow subjects of French origin
and the Mother Country, to whose care we have been committed by Divine Providence.
It is true that, unlike Alma Mater Oxford, where Your Royal Highness matriculated,
our existence cannot be counted by centuries, our Alumni are few, our Libraries, our
Museum, our collections offer nothing to excite the curiosity of Your Royal Highness.
Our beginning is but humble; our hopes are in the future. We trust in the future
destinies of the Colony which, under the protection of England, is in the enjoyment
of peace and abundance. We trust in the future of that glorious metropolis whose
influence is so weighty in the civilized world. We place our trust in the protection
and justice of that August Queen to whom we are indebted for so signal a mark of
benevolence. We also place our trust in the young Prince, whom Providence will call
one day to give on the Throne the examples of all those royal virtues he has inherited
from the most gracious of Sovereigns and the noblest of Mothers.
304 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
His Royal Highness replied to both of these Addresses, in English, as fol-
lows : —
I accept with the greatest satisfaction the welcome which you offer me in your own
name, as the Homan Catholic Bishops of the Province of Canada, and on behalf of your
Clergy; and I assure you that I feel deeply the expression of your loyalty and affection
for the Queen. I rejoice to think that obedience to the laws and submission to
authority, which form the bond of all society and the condition of all the civilized
world, are supported and enforced by your teaching and example. . . .
To you, gentlemen, who are engaged within the walls of this Building in the Educa-
tion of the youth of the Country, I also tender my thanks. I trust that your Univer-
sity may continue to prosper, and that in future years its sons may look upon the
days they have spent under your Instruction wtih the same gratitude and sense of
the benefit they have enjoyed as I and others feel towards the more ancient Institu-
tions of mv own land.
On the 25th of August the Prince reached Montreal, where the School
Children were assembled to welcome the Prince by singing the National Anthem.
UNIVERSITY OF MclGiLL COLLEGE, MONTREAL.
Among the Addresses presented at the Levee was the following one from the
University of McGill College:
May it please Tour Royal Highness, — We, the Governors, Principal and Fellows of
the University of McGill College beg leave to congratulate Your Royal Highness on
the safe arrival wnlch Divine Providence has granted you in this distant part of the
Empire, and to express our gratitude to Her Majesty the Queen and Your Royal High-
ness for the condescension and graciousness implied in this Visit to Her Majesty's
Subjects in Canada. We call to remembrance, with great satisfaction on the present
occasion, that we owe it to the Imperial Government, from the interest which it has
taken in Education in this part of the Dominions of our Sovereign, that the University
with which we are connected possesses the Royal Charter, which gives authority to
its public acts for the advancement of sound Learning and Science. And, although
this University, the oldest in Canada, may be said to be still in its infancy, and in this,
as well as on account of the obstacles which in a new Country impede its progress,
does not bear comparison with the venerable Institutions of the like nature in the
Mother Country, we nevertheless beg to assure Your Royal Highness that it possesses
in common with them the affection and sense of obligations that are due to our
Sovereign Lady the Queen, and the happy part of the Empire over which She imme-
diately reigns. We pray that Your Royal Highness may find this present Visit in every
way agreeable and fruitful of pleasing thoughts throughout many years to come.
His Royal Highness expressed his thanks for the Address, and sent a written
communication to the College through His Grace the Duke of Newcastle.
COLLEGE OF ST. HYACINTHE., AUGUST 29TH, 1860.
From Montreal the Prince proceeded to St. Hyacinthe and Sherbrooke. At
the entrance to the St. Hyacinthe College-grounds, a triumphal arch of handsome
proportions had been raised. It bore the following inscription:
" L 'Intelligence, grandie par ^instruction gouverne le monde."
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860. 305
In the entire route to the College the crowd of spectators was dense and
uninterrupted. A vast balcony had been erected in front of the College which
bore the following words:
" Salut a noire roi futur!"
and was decorated with an immense number of small flags of every colour,
bearing inscriptions pleasantly and happily applicable to the occasion. His Royal
Highness was received by the Superior of the House, accompanied by a numerous
body of the Clergy of the Diocese. On ascending to -the College Hall, which was
very handsomely decorated, a species of Throne elevated upon a dais was found
prepared for the Prince's use. At each end of the Hall were inscriptions done
in golden letters, to perpetuate the memory of the honour that day conferred
upon the College. The first faced tne Prince's seat, and was as follows: ';
"III. KALH SEPTEMB: MDCCCLX."
" Perpetuum decus, alma dies, Ms cedibus affers."
The other, above His Eoyal Highness' Throne, was :
"Non Anglica quondam ullo se tantum tellus jactabit alumno."
His Royal Highness having taken his seat, — the Superior presented the
following Address of the College, which was graciously received by His Royal
Highness :
May it please Your Royal Highness, — We, the Directors of the College of St.
Hyacinthe, feel it our duty to present to Your Royal Highness a special homage of
our profound respect. We can appreciate the high honour which Your Royal Highness
does to an Institution so destitute of all that is capable of exciting interest, and we
recognise in the condescension which you this day extend to this College a striking
evidence of the importance which you attach to Education, the source of such noble
enjoyments to the recipient, and the means so powerfully promotive of the prosperity
of society. It is a solemn example that Your Royal Highness gives to the young
Students of Canada, and one which, as our fortunate Pupils come to appreciate the
value of the Studies to which they devote themselves, they will know how to profit
by, when they reflect that the abode where they are taught was once visited by the
Son of their August Sovereign, a Prince wiho will one day be their King, wielding one
of the most powerful Sceptres of the Earth. The presence of Your Royal Highness in
this Institution, often recalled a remembrance by the strong feeling of joy and of
honour which it excites to-day, will produce in them a fervent love of learning, and
more so as, from what they hear and from what they see of the eminent qualities to
which such homage is paid — homage to the august dignity, and also to the person of
Your Royal 'Highness, — they feel all that the training of the mind through the highest
education can add of splendour to the gifts of a most generous nature, and to the great-
ness of the noblest blood. Under this impulse, long felt in this College, will be formed
men who will honourably discharge the duties of life, who will be the devoted friends
of that learning, whose glory should be the ambition of every nation, and which
sheds such lustre on noble Albion; -men who will be citizens animated by those senti-
ments which do honour to the British Subject — respect for authority, the sure guarantee
of public order; love of liberty, which vouchsafes the rights of all; and that public
spirit which prompts men to devote themselves to the glory and the prosperity of their
Country. Religion which, by sanctifying, elevates all, will contribute to develop these
20
306 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
sentiments, and above all an unswerving loyalty to the authority that governs. The
British Crown has the sublime Motto, " Dieu et mon Droit." By teaching our Pupils
to fear and honour God, we instruct them in the respect due to authority. For God
createst Kings, and calls them His Ministers. May Your Royal Highness deign to
receive this assurance of our fidelity and of our most dutiful devotion to Her Majesty,
our Most Gracious Sovereign, and to the august Heir of her Throne, and at the same
time the homage of our profound gratitude for the great favour which has been ex-
tended to us; and may Your Royal Highness retain the thought that, thanks to the
principles which are inculcated here and the encouragement received this day, our
Pupils may henceforth repeat as a rule of life the words engraved upon your Arms —
•"Ich Dien," I serve — I serve my God, I serve my King, I serve my Country.
BISHOP'S COLLEGE UNIVERSITY; LENNOXVILLE, AUGUST #9TH.
At Sherbrooke, the following Address was presented:
May it please Tour Royal Highness, — We, the Vice-Chancellor, Principal, Professors
and other Members of the University of Bishop's College, Lennoxville, having received
•our Charter privileges as a University by the gracious act of our beloved Queen,
respectfully ask leave, on this occasion of Your Royal Highness' Visit to Canada as
Representative of Her Majesty, — and Heir Apparent to the Throne, — to express our
gratitude for the same, and our veneration for the person, and loyalty to the Crown
and authority of our Sovereign. Having arrived here fresh from a Course of Study at
the most ancient University in England, Your Royal Highness can well appreciate the
.advantages of such Institutions, and the effects they are calculated to produce upon the
character of the people. As far as our limited means and opportunities will enable us in
these days of the infancy of our University, it will be our endeavour to promote sound
learning and true Religion amongst the inhabitants of this Province, and to train up
the rising generation in feelings of affection for the Mother Country, and loyalty to
their Sovereign, — so that, whenever it shall please Almighty God that Your Royal High-
ness shall proceed to the responsibilities and greatness of the Imperial Throne of
England, we may hope that you will find in these noble Transatlantic Possessions hearts
as true and loyal to you as they now are to your august Mother, Her Most Gracious
Majesty Queen Victoria, whom God preserve.
ST. FRANCIS COLLEGE, RICHMOND, AUGUST 29TH.
An Address from the Authorities of the St. Francis College, of Richmond,
was also presented by the Right Honourable Lord Aylmer, who resides in that
neighborhood, and takes a warm interest in the College. Replies were to have
been forwarded to these Addresses by post.
THE PRINCE AT OTTAWA, AUGUST 31sT.
One object of the Visit of the Prince of Wales to Canada was to lay the
Foundation Stone of the new Parliament Buildings at Ottawa, which he did.
See page 321.
SCHOOL CHILDREN AT BROCKVILLE, SEPTEMBER SRD.
From Ottawa the Prince proceeded, via Arnprior, to Brockville. The fol-
lowing verses in addition to the National Anthem were prepared for the Children's
I
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860.
307
reception of the Prince, by the Chairman of the Brockville Board of School
Trustees :
Lord, grant the Prince may be,
Grounded in love to Thee,
In all his ways.
Lighted by Heaven's rays,
May he so guard his ways,
To earn a nation's praise,
God bless the Prince!
O Lord, with Thy right arm,
Shield Thou our Prince from harm
Long may he live!
May he in honour's cause,
May he in virtue's laws.
Ever lift up his voice —
God bless the Prince!
THE PRINCE AT KINGSTON, SEPTEMBER STH.
Although no College Address was presented to the Prince at Kingston, a
deputation from the University of Queen's College attended on board the Kingston,
along with the Synod of the Presbyterian Church; and a "University Ode,"
composed by Mr. John May, a graduate, on the occasion of his Eoyal Highness*
visit to the Province, was, with His Eoyal Highness* permission, presented by
Professor Williamson, Chairman of the Senate, and was graciously received by
the Prince.
THE PRINCE AT COBOURG, SEPTEMBER GTH.
At Cobourg the Prince was most enthusiastically received. Among the
numerous handsome decorations of the Town of Cobourg, there was erected by
the authorities of Victoria College a substantial and very beautiful triple Arch.
The three Arches were each surmounted with a Crown. Over the Arches on the
Western front ran the following appropriate superscription in white letters:
" Univ. Coll. Victoria Filium Victoria Salutat ! "
This front of the Arch was also most tastefully adorned with flowers, and over
the centre of the middle arch was displayed the crest of His Eoyal Highness. The
whole arch was beautifully proportioned and finished with excellent taste and
skill by the Students of the College, after a design by Mr. J. H. Dumble. Besides
the College arch, there was, on College Street, the Grammar School Arch,
erected under the superintendence' of Captain Borradaile. Bats, Balls, and
•other Cricketing symbols interspersed with various Latin Mottoes, formed peculiar
•characteristics of this Arch. The Mottoes read a follow:
" HOBC olim meminisse juvaMt,"
" Sensere quid mens rite quid idoles. Nutrita faustis sub Penetralibus. Posset"
" Tuque dum procedis, lo Triumphet"
UNIVERSITY OP VICTORIA COLLEGE, SEPTEMBER GTH.
At the Levee, on his arrival at Cobourg, the following Address, among others,
•was presented by the Eeverend President Nelles, to the Prince:
May it please Tour Royal Highness, — We, the Senate, Alumni and Students of the
University of Victoria College, present to Your Royal Highness our loyal greetings and
most cordial welcome. The visit of Your Royal Highness to this Humble Seat of
Learning will ever be remembered by us with gratitude and pride, and the annual
recurrence of the day, celebrated with festivity and joy, will enable us to give renewed
•expression to those feelings of devoted attachment to the British Throne which it Is
308 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
our duty and happiness to cherish. Our infant University cannot boast of architec-
tural grandeur or princely endowments, but we may refer with pleasure to the fact
that, although established and chiefly sustained by voluntary contributions, she was
the first University in actual operation in this Colony, while she is, we believe, second
to none in the number and character of her Graduates. Founded as our Institution is
by Royal Charter, and honoured with the name of our illustrious and noble Queen, we
desire that loyalty, patriotism and Religion may unitedly animate the Sducation
imparted within her walls, and that the study of the unrivalled Literature of our
Father-land, combined with the teachings of the Great Masters of Greece and Rome,
may render Canadian youth not unworthy of their Saxon origin and language. We
implore upon Your Royal Highness the Divine Blessing. May you live to become the
Sovereign of this great Empire, and may your reign be as happy and benign as that of
your august and revered Mother.
THE PRINCE'S EEPLY.
Accept my thanks for an Address which, proceeding from the Senate and Students
of a College which bears the name of the Queen, my Mother, and is devoted to the
Education of the youth of this Province, affords me peculiar pleasure. I wish your
University every success, and earnestly hope that in future years it may spread the
blessings of a sound education to the rapidly increasing population in the midst of
which it is erected.
The Address of the Town Council, which was read by the Mayor, John
Beaty, junior, M.D., was as follows:
With no small degree of pride we advert to the fact that our Town, forty years since,
was called Cobourg, in honour of the first union contracted between paternal house
of your Royal Highness and the Royal Family of Great Britain; and with profound
pleasure we now do homage personal to the Prince of Cobourg. Nearly twenty years
since the College which adorns our Town was named Victoria,* in honour of the then
Royal Princess, who has since won the unbounded love of Her Subjects and the admira-
tion of the World by the unrivalled virtues which adorn Her character as Sovereign
and Mother.
Upper Canada Academy was founded in 1832, and erected into a University
College in 1841.
THE PRINCE AT PETERBORO', SEPTEMBER 7ra.
The Prince arrived from Cobourg, and drove in procession to the Court
House grounds. As soon as he appeared on the Platform, the thousand School
Children sang the National Anthem to which had been added the following appro-
priate verse:
Grant, Lord, our fervent prayer,
Still for old England's heir,
Thy love evince.
Watch o'er his early days,
Guide him in wisdom's ways,
So shall he sing Thy praise,
God save the Prince!
* The Queen ascended the throne in 1837. In 1841 the Academy was erected into a
College.
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860. 309
THE PRINCE AT TORONTO, SEPTEMBER STH.
At Toronto the Prince was received with the greatest enthusiasm. After
the presentation of the Address on the Dais of the Ampitheatre on John Street,
Mr. John Carter gave the signal for the Children's welcome to the Prince. This
they responded to by uniting their 5,000 voices in singing the grand old " National
Anthem/' in a manner which had never before been equalled in Toronto, and
many were affected by it who were unused to such emotion. (The Prince himself
was so deeply touched by the scene, that he requested Mr. Carter to favour him
on another day with a repetition of the anthem, which was accordingly done.)
The procession then defiled before His Royal Highness, and greeted him with
hearty cheers. Its second division was arranged as follows:
The Toronto Grammar School.
The Officers and Members of Boards of School Trustees.
The Normal and Model Grammar Schools.
The Officers of Education Department and Council of Public Instruction.
Upper Canada College.
The University of Trinity College.
The University of Toronto, and University College, with other Affiliated
Colleges and Institutions.
UNIVERSITY OF TRINITY COLLEGE, SEPTEMBER STH.
After the presentations at the Levee, the following Address was presented to
His Royal Highness:
May it please Tour Royal Highness, — We, the Chancellor, Masters and Scholars
of the University of Trinity College, Toronto, beg to express to Your Royal Highness
our heartfelt congratulations on the occasion of your Visit to this Province, and our
grateful sense of the kindly interest which you have thus shown in the welfare of the
Colony. While we gladly recognize the many obligations under which we lie, in common
with all ' our fellow-subjects in this Province, to loyal attachment to the Throne of
Great Britain, and to its present most gracious Occupant, it is our special duty to
acknowledge the distinguished favour which Her Majesty the Queen has conferred upon
us, by conveying to us, under her Royal Charter, the full privilege of a University. Her
Majesty, in that Charter, has been pleased to declare her willingness " to promote the
more perfect Establishment within the Diocese of Toronto of a College in connection with
the United Church of England and Ireland, for the Education of Youth in the Doctrines
and duties of the Christian Religion as inculcated by that Church, and for their Instruc-
tion in the various branches of Science and Literature, which are taught in the Uni-
versities of the Kingdom." It will ever be our pride, as it must ever be our duty,
faithfully to execute the trust thus graciously confided to us, both by the inculcation
of sound Religious Principles, and by the communication of all useful Secular Learning.
In attempting to discharge this duty, we are assured that we can propose to ourselves no
better model than that of the ancient Universities of England, with the Studies of one
of which Your Royal Highness is already familiar, while we learn with satisfaction
that it is your design to form a like intimate acquaintance with the other. It will be
our aim, by the Blessing of Almighty God, to perpetuate in this Colony that spirit of old
English faith and loyalty by which the Members of our Communion have ever been
distinguished at Home, and by which we trust that they will still be recognized in
every Land in which our Church is planted under the protection of the British Crown.
310 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
THE PRINCE'S REPLY.
I thank you sincerely for the expression of loyalty and attachment to the British
Crown contained in your Address, and for the welcome you have given me to this City.
The Institution from which the Address proceeds is one of the utmost importance to-
the Colony, inasmuch as it is destined to train those to whose care are committed the
spiritual interests of the Members of the Church of England. I know the difficulties
under which you have laboured, and sincerely hope that you may successfully surmount
them.
The College was beautifully decorated with Chinese and Japanese lanterns,
and a very large star in Cremorne lamps.
THE PEINCE AT COLLINGWOOD., SEPTEMBER IOTH.
At Collingwood the School Children welcomed the Prince by singing "God
Save the Queen."
UNIVERSITY COLLEGE AND UNIVERSITY OF TORONTO, SEPTEMBER HTH.
His Eoyal Highness visited the University Buildings, and was received at the
Entrance by the Chancellor, Vice- Chancellor, President of University College,
and other Members of the. Senate, and conducted to the Convocation Hall. Upon
the dais, was a beautifully executed Chair, for the use of the Prince, with a
plume and the letters "A.E." worked thereon in Maple. ~ On the wall, at either
side, were arranged Heraldic 'Shields, while, on the Wall over the Gallery meeting
were inscribed the words
"Imperil spem spes Provincia salutat."
As the Prince entered the hall, the Students gave him three hearty cheers.
The Chancellor then read the . following Address:
May it please Your Royal Highness, — We, the Chancellor, Vice-Chancellor, Senate
and Graduates of the University of Toronto, and the President, Council and Members
of University College, desire to welcome Your Royal Highness with loyal and dutiful
respect on your visit to the Capital of Upper Canada, and gladly avail ourselves of
this auspicious occasion to renew the assurance of our devoted loyalty to the Queen,
and to express our grateful appreciation of the manifold blessings which we enjoy
under iHer Majesty's benign sway. Fresh from the advantages of England's most ancient
University, Your Royal Highness now honours with your presence the Academic Hall
of this young Province. The pleasures and profit united in the purest of Collegiate
Studies have already been enjoyed by you, and we doubt not that our efforts to extend
the same Educational privileges among our Canadian Youth will command your sym-
pathy. Framed as our System is upon the model of the Institutions of our Mother
Country, while adapted in its details to the special wants of this portion of the Empire.
To this great work, which involves the intellectual advancement of Canada, our best
energies have been directed. By its means the first advantages of liberal culture, and
Academic honours and rewards are placed within the reach of all who are prepared
to avail themselves of their untrammelled facilities; and, under the Divine Blessing,
our exertions have already been crowned with such success as encourages us to antici-
pate a noble future for our Provincial University and College. The high gratification
which we feel on welcoming in the Heir of the British Crown, the destined successor
PEINCE OF WALES' TOUR IN BRITISH AMERICA, 1860. 311
of our Royal Founder, is specially enhanced to us by the consideration that, alike by
study and travel, Your Royal Highness is being trained for the duties of the exalted-
position you are born to occupy. In these Halls, devoted to the training of the Youth
on whom the future hopes of Canada rest, we welcome you as the hope of this great
Empire. We rejoice to recognize in our Prince the promise of qualities which will
render him worthy to inherit the Crown of our beloved Queen, whose virtues are asso-
ciated with the glories of the Victorian era, and whose Sceptre is the guarantee of
equal liberties enjoyed in this, as in every Province of Her world-wide Dominions.
THE PRINCE'S EEPLY.
I rejoice to receive the assurances of your loyalty to the Queen and your appre-
ciation of the blessing enjoyed under her sway by every portion of her Empire. I am,
at this moment, a Member of a more ancient University, but I am not, on that account,
the less inclined to respect and honour those whose efforts are directed to the spread
of knowledge and learning in a young Country. I sympathize heartily with the efforts-
which you are making on behalf of Science and Literature. I believe that much
depends on your exertions, and I earnestly hope that the best evidence of the successful
exertions of the University of Toronto may hereafter be found in the progress and
prosperity of Canada.
It was then moved by the Vice-Chancellor, seconded by the Eev. President
of University College, and resolved: "That His Eoyal Highness, Albert Edward,
Prince of Wales, be admitted to the standing of a Student of the Second Year in
the University of Toronto." The Kesolution was carried with acclamation.
UPPER CANADA COLLEGE., SEPTEMBER HTH.
After the Prince had enrolled his name in the University Books, the Principal
read the following Address:
May it please Your Royal Highness, — "We, the Principal and Masters of Upper Canada
College, beg to approach Your Royal Highness with sentiments of devoted loyalty to
Her Most Gracious Majesty the Queen. The Institution with which we are connected
is amongst the earliest of the educational benefits conferred upon this Province by
the enlightened liberality of your illustrious relative, His Majesty King George IV.
Establishment in 1829 by Royal Charter, Upper Canada College has since continued to dis-
charge a most important work in the Education of many hundreds of Canadian youth,
numbers of whom have been enabled, under the Divine Blessing, to serve their Country
and the Empire with credit in various honourable positions. The Danube, the Crimea,
and the still more recent battle-fields of India, stained with their life-blood, have wit-
nessed the daring and devotion of Wpper Canada College Boys; and among the Officers
of that Regiment which boasts Your Royal Highness' name are several whose career
in Upper Canada College gives promise of good service to their Country should oppor-
tunity offer. It is our grateful duty and our privilege, along with the sound and
Religious Training which characterizes the time-honoured Grammar Schools of Eng-
land, to inculcate in our Canadian Youth attachment to the Land Institutions of their
Forefathers, and so as to educate both mind and body that they may be fitting and
useful members of the great Empire to which it is our pride to belong. In those of our
youth who are now passing under our care, we cannot, on this happy occasion, forget
that we see many who are destined to take prominent parts in the future of this young
Country at a time when, in the order of Providence, Your Highness shall hold the
Sceptre, which is now so benignly swayed by your august Motl*er; and the recollection
of this Royal Visit will, we fervently trust, stamp an indelible impress of reality on
312 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
the abstract sentiment of loyalty, and knit the hearts of the rising generation insepar-
ably to the youthful Heir to the mightiest Empire in the World.
The Prince replied to the College Authorities, and then to the Boys in a few
pleasant words. The Prince and Suite, on leaving the Convocation Hall, proceeded
to the Library, where they were received by the Boys of Upper Canada College,
who occupied the Galleries. On entering, three hearty cheers were given for the
Prince, and three more on his leaving the Library.
EDUCATION DEPARTMENT, UPPER CANADA, SEPTEMBER HTH.
At the Education office and Normal School Building, the Prince was received
by the Chief Superintendent of Education and Officers of the Department, and
also by the Members of the Council of Public Instruction. The Students of the
Normal School and the Children of the Model School, Boys and Girls, were placed
in the body of the Theatre of the Building, while the Gallery was occupied by
the general public. Upon His Eoyal Highness entering the Koom the Students
and Children rose, and heartily sang God Save the Queen, followed by three
enthusiastic cheers for the Prince, who looked smilingly on and seemed delighted
with the sight before him. The Prince was presented with a bouquet by a Pupil
of the Girl's Model School.
Judge Harrison, the Chairman of the Council, read the following Address:
May it please Your Royal Highness, — The Council of Public Instruction for Upper
Canada beg to unite with the many thousands of our fellow subjects in welcoming you
to a Country first selected as a home by the United Empire Loyalists of America. To
us, as a Body, has been assigned the task of establishing Normal and Model Schools
for the Training of Teachers, of making the Regulations for the Government of Ele-
mentary and Grammar Schools throughout the Country, and of selecting the Text-books
and Libraries to be used in them; while on one of our number has been imposed the
duty of preparing and administrating the School Laws. It has been our aim to imbibe
the spirit and imitate the example of our beloved Sovereign in the interest and zeal
with which Her Majesty has encouraged the Training of Teachers, and the establish-
ment of Schools for the Education of the masses of Her People; and we have been
nobly seconded in our efforts by our Canadian fellow-subjects at large. At the com-
mencement of our labours in 1846 the number of our Schools was 2,500, and the number
of the Pupils in them was about 100,000. At the present time we have the Educational
Buildings now honoured by the presence of Your Royal Highness, where Teachers are
trained, and Maps, Apparatus and Libraries are provided for the Schools; and those
Schools now number 4,000, attended by 300,000 pupils. In the Song and Text-books of
the Schools, loyalty to the Queen and love to the Mother Country are blended with
the spirit of Canadian Patriotism, and Christian Principles with sound knowledge are
combined in the Teaching and Libraries of the Schools. With all our Canadian fellow-
countrymen, our earnest prayer is " Long live the Queen." But whenever, in the order
of Providence, it shall devolve on Your Royal Highness to ascend the Throne of your
august Ancestors, we trust the System of Public Instruction, now inaugurated, will
have largely contributed to render the People of Upper Canada second to no other
People in your vast Dominions, in Virtue, Intelligence, Enterprise and Christian
Civilization.
THE PRINCE'S KEPLT.
The Progress of Canada has excited my admiration, but there is no subject in
which your efforts appear to have been more glorious than in the matter of Public
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860.
313
Education. You have, I know, the assistance of an able administrator in the person of
your Chief Superintendent, and I hope that the Public Education of Upper Canada
will continue to emulate the principles of Piety, Obedience to Law, and Christian
Charity among a thriving and industrious population. Accept my thanks for the wel-
come now offered to me within the walls of this great and important Establishment.
The Pupils then sang, with fine effect, the following School Song by Mr.
Muir, entitled "Hurrah! Hurrah for Canada!"
Hurrah! Hurrah for Canada!
Her Woods and Valleys green;
Hurrah for dear old England!
Hurrah for England's Queen!
Good Ships be on her Waters,
Firm Friends upon her Shores;
Peace, peace, within her borders,
And plenty in her stores.
Right loyally we're singing,
To all Nations make it known,
That we love the Land we live in,
And our Queen upon her Throne.
Long may the Sons of Canada
Continue as they've been,
True to their Native Country,
And faithful to their Queen!
The Prince returned his acknowledgements, and expressed to Doctor Ryerson
the pleasure he experienced. He was then conducted to the Council Chamber, the
Library and Map Depository, the Museum and other portions of the Building.
In the Library the Officers of- the Department and Schools and Members of the
Council were severally presented to him, and he there signed his name "Albert
Edward P." in a neat, legible, pointed hand. The Duke of Newcastle, the Earl
of St. Germans, Sir Edmund Head, General Bruce, General Williams, and other
Members of the Princess Suite, as also Lady Franklin, who was present, also signed
their names in the Council Book. A fac-simile of these signatures appears on
next page.
On his visit to the Museum and the Educational Depositories, his Royal High-
ness expressed himself much pleased with the various specimens of Philosophical
Instruments, Maps, and Globes, of Canadian Manufacture, which were shown to him.
The Duke of Newcastle, who is Chairman of a British Commission on Education,
made many enquiries, and requested Doctor Ryerson to furnish him with some
written information on the subject, which he did. On a previous evening, the
Prince with Major General Bruce and Lord Lyons, Ambassador at Washington, also
visited the Institution, and made many enquiries. After remaining in the Building
for upwards of an hour, the Prince took his departure, amidst the cheers of the
assembled crown, and ejaculations of love and admiration for His Royal Highness.
Among those in the Suite of the Prince of Wales who visited the Education
Department was Doctor Acland. He said:
I would add the expression of the deep respect which I felt for the exertions which
have led to so splendid an educational consummation as your Department, including
the Normal School of Upper Canada, presents, and I should have felt it a most happy
and cheering reward for a Transatlantic journey had I seen this evidence alone of
what is being done for the next generation of this great Province.
TORONTO, September llth, 1860.
H. M. ACLAND, Prince's Physician.
314: DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
t
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860. 315
ILLUMINATION OF THE EDUCATION DEPARTMENT BUILDINGS.
On the night of the Prince of Wales' arrival, the Buildings of the Education
Department presented a most beautiful appearance, and the illuminations and
Decorations perhaps exceeded, in taste and novelty of design, any other in the
City. First of all there was a flag-post, 90 feet above the Cupola, suspended
from which wias the Union Jack. On either side waved the Ensigns of St.
George, St. Patrick, and St. Andrew. Placed within the Cupola was a Bust of
Her Majesty Queen Victoria, underneath a Canopy trimmed with Crimson Cloth.
Surrounding the Cupola were large Globes, with a number of Keflectors attached,
so as to reflect the profile of Her Majesty. At the top of the cornicing, and in the
centre of the Building, was a large Crown, supported by the letters "V. K." The
four Ionic Columns in front were decorated with variegated lamps running up
the whole length of the pillars. On each Recess of the Building were placed the
Shields representing England, Ireland and Scotland. Beneath the Crown, in
the centre, was the Coat of Arms in tasteful relief of the Education Depart-
ment. It was prepared by Doctor May, Clerk of Libraries, and was most tastefully
executed. The words Religio, Scientia, Libertas on the Arms were well displayed;
and the Cornucopia, with its overflowing fruit, presented a very pretty appearance.
On each side of this was a transparency, painted on glass, of the Prince of Wales'
Coat-of-arms. In the front recesses were the words, "Welcome to Canada \" and
"Long Live our Prince!" in large letters, encased in various coloured glass. Both
the right and left wings of the Building were adorned with the Prince of Wales'
Plume and the letters "A. E." in coloured glass. The whole of the Building was
neatly festooned, and in such a manner as not to hide the beauty of the Archi-
tecture. In the windows there were no less than 1,200 transparencies, chiefly of
the Rose, Shamrock, Thistle, and Maple Leaf.
KNOX (THEOLOGICAL) COLLEGE SEPTEMBER HTH.
After leaving the Education Department, His Royal Highness proceeded to
Knox College, where he received the following Address:
May it please Tour Royal Highness, — We, the Principal, Professors, and other Mem-
bers of the Senate of Knox (Theological) College beg leave to offer our cordial con-
gratulations on Your Royal Highness' Visit to this part of Her Majesty's Dominions.
We gladly embrace the opportunity which it affords of testifying our dutiful regard
for our gracious Queen and the Royal Family, and our appreciation of the protection we
enjoy under the shield of British Law in the prosecution of our Literary and Religious
labours. We assure Your Royal Highness of the one sentiment of loyalty to the
, British Crown which animates alike Teachers and Students in the Institute we preside
over. We trust we shall aim at making fit return for the invaluable civil privileges
afforded to us by Divine Providence, by training the Young Men committed to our
charge in such sound Religion and Moral Principles as may qualify them to diffuse
among others the knowledge of that Righteousness which exalteth a Nation. Accept
the expression of our fervent wishes for Your Royal Highness' protection by sea and
land, and of our earnest hopes that the visit you now make to these parts of the World
may be no less gratifying to our Royal Visitor than it is fitted, we are persuaded, to
strengthen the ties that bind us all to the British Throne, and to subserve your Royal
Highness' preparation for the high ulterior functions to which Divine Providence may
one day call you.
310 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
THE DUKE OF NEWCASTLE'S REPLY ON BEHALF OF THE PRINCE.
I have the honour to convey to you the thanks of His Royal Highness the Prince
of Wales for the Address presented to him by the Principal, Professors and other Mem-
bers of the Senate of Knox College. NEWCASTLE.
The Reverend Doctor Willis, with such of the Senate as were present,
conducted His Royal Highness to the Library. The Prince recorded his name in
the Visitor's Book, after the Principal had stated in concise terms the history of the
Institution. Referring to the Address presented to His Royal Highness Doctor
Willis said that their young College had little to show; but it had already trained
nearly one hundred Scholars for the Sacred Office of the Ministry.
THE PRINCE AT GUELPH, SEPTEMBER 12TH.
On his way to London, the Prince was enthusiastically received at Guelph.
On his arrival at the Railway Station, the Children of the Public Schools sang
the National Anthem, including the following verse at the close:
Crown with each kingly grace,
Wisdom and righteousness,
Our youthful Prince,
Strong in the nation's might,
May he defend the right.
Turn all his foes to flight,
God save the Prince.
i
THE PRINCE AT BERLIN, SEPTEMBER 12TH.
At Berlin where the Prince was also cordially received, a loyal address in
German was presented to him. He made a verbal reply in German, thanking
the German people most affectionately for their kind wishes and Address.
THE PRINCE AT LONDON, SEPTEMBER; 12TH.
At London the Royal Carriage stopped in the centre of the semi-circular
erection that had been built for the Children of the Public Schools. Here the
little ones to the number of three thousand commenced 'cheering and waving
their handkerchiefs, and when the Royal carriage was drawn up in front of them,
sang the "National Anthem" .in good style. This was one of the most interesting
eights of the day. The departure of the Prince, like his arrival, was the signal for
loud cheering on the part of the youngsters, and their little voices seemed to
vie with each other in doing honour to their . Royal Visitor.
THE PRINCE AT SARNIA, SEPTEMBER 13TH.
Arrived at Sarnia, the Prince entered one of the prettiest pavilions he had yet
seen. Around it about 5,000 people were seated, including 200 Indians from
the Manitoulin Islands. The Indians were adorned with Hawks' Feathers and
Squirrels' tails, as to their Heads, with Silver Ornaments in their Noses, Mocca-
sins on tlieir Feet. One of them a striking figure named Kan-wa-ga-shi, or the
Great Bear of the North, delivered an Indian Address to the Prince, which
was translated to him by the Indian Interpreter, who. as the Red man finished
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860. 317
each phrase and folded his arms, gave the meaning of what was said. The
Address was as follows:
BBOTHER, GBEAT BROTHER, — The sky is beautiful. It was the wish of the Great
Spirit that we should meet in this place. My heart is glad that the Queen sent her
eldest Son to see her Indian subjects. I am happy to see you here this day. I hope
the sky will continue to look fine to give happiness both to the Whites and to the Indians.
GREAT BROTHER, — When you were a little Child your Parents told you that there
were such people as Indians in Canada, and now, since you have come to Canada your-
self, you see them. I am one of the Ojibeway Chiefs, and represent the Tribe here
assembled to welcome their iGreat Brother.
GREAT BROTHER, — You see the Indians who are around you; they have heard that
at some future day you will put on the British Crown and sit on the British Throne.
It is their earnest desire that you will always remember them.
The Prince replied verbally that he was grateful for the Address; that he
hoped that the 'Sky would always be beautiful, and that he should never forget
his Red Brethren.
As each phrase was interpreted to the Indians, they yelled their approbation
— the sound they uttered seemed like "nee wugh."
The Chief shook hands with the Prince and the Governor, the others bowed
as their names were called, and to each his Royal Highness gave a Medal with
the likeness of Her Majesty on one side — the Royal Arms on the other. Then
the Red men brought forward a Box and gave it to the Prince. It contained a
Tomahawk, Bow and Arrows, Wampums, Pipes of Peace and other Indian curiosi-
ties. His Royal Highness graciously received the present.
CANADIAN LITERARY INSTITUTE, WOODSTOCK, SEPTEMBER 14TH.
At Woodstock (on his way to Niagara Falls), where, among other Addresses,
the Prince received the following from the Baptist Literary Institute, which was
read by the Principal, the Reverend Doctor Fyfe.
May it please Your Royal Highness, — We, the Principal and Trustees of the Cana-
dian Literary Institute, beg leave heartily to congratulate Your Royal Highness on your
auspicious Visit to this Province. The Institution which we represent is designed to
impart a higher Academic Education both to Males and Females, and also to Educate
Young Men for the Ministry, in connection with the Baptist Denomination. We deem
it a happy event in our history that we have so favourable an opportunity of expressing
our devoted loyalty to our beloved Sovereign, your Royal Mother, and our firm attach-
ment to British connection. Our Prayer and Hope are that you may be enabled to
recall with pleasure your visit to Canada, where your presence has gladdened so many
loyal hearts.
THE PRINCE'S REPLY.
I thank you sincerely for the Address which you have presented to me. In the
Queen's name I acknowledge the expressions of your loyalty to Her Crown and Person;
and for myself, I am grateful to you for this welcome given to me by your Institute.
THE PRINCE AT QUEENSTON HEIGHTS, SEPTEMBER 18TH.
When the Prince arrived from Niagara Falls, he received an Address from the
Veterans of 1812, and proceeded to lay the Cornerstone of an Obelisk on the
318 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
spot where the gallant Sir Isaac Brock fell. Most of the Veterans were dressed
in the quaint Uniforms of their time. They were all old men.
On the south side of the Monument, a platform was erected, on which the
Prince received the Address. At the foot of it were collected the heroes of 1812;
some in their old uniforms — and almost all with medals on their breasts. There
were collected a few survivors of the young spirits who were the life and soul of
the war; those whose names are written in the history of their country for their-
gallant deeds and the high position to which they have since attained. Among
them were such men as Sir J. B. Eobinson, the Bishop of Toronto, Judge McLean,
Sir E. P. Tache, Sir A. MacNab, Mr. E. Stanton, the Honourable Mr. Gordon,
the Eeverend George Eyerson, the Honourable W. H. Merritt, Colonel Kingsmill,
the Honourable Mr. Dixon, Colonel James Clark, Colonel E. W. Thompson,
Colonels Duggan, H. Euttan, Macdonell, and Major Win. Cawthra.
As His Highness reached the Platform, he greeted the Bishop of Toronto
and the other gentlemen present with sundry courteous bows, Sir John Bever-
ley Eobinson presented the Address, to which the Prince made a gracious reply.
THE PRINCE AT HAMILTON, SEPTEMBER 18TH.
The Prince was well received at Hamilton, where about 2,500 Children of
the Public Schools were ranged. When* the Prince drew near, their voices were
raised in song, He bowed repeatedly, and looked pleased and happy. At the
Central School, lie was received by the Trustees and Teachers of the School,
several of the Clergymen of the city, Eeverend Doctor Eyerson, Chief Super-
intendent of Education, and several members of the Corporation. He was
conducted through the Building — by the Principal, Mr. A. McCallum. Before
he left the. Building all the Children, who were nicely dressed, sang "Welcome''
a piece composed for the occasion, and "God Save the Queen," in a very fine style,
and tihe following Address was presented to him: —
May it please Tour Royal Highness, — We, the Chairman and Members of the Board
of School Trustees, beg to approach Your Royal Highness with our loyal and dutiful
respects, and in our own name and in the name of the Teachers and Pupils of the-
several Schools under our care we most heartily and lovingly greet you on your
auspicious arrival in this City, and we gratefully bid you a joyous welcome. Among
the great and manifold blessings we enjoy under the benign sway of our most gracioua
Sovereign, your august and honoured Mother, we especially prize the System of General
Education established in this Province, which, if matured and maintained, will soon
render a good Common Education a young Canadian's birthright altogether irrespective
of his class, colour, or condition, and access to the School-house the privilege of all.
In all our Schools, together with the appropriate Lessons in the great principles of
Religion and Patriotism, Loyalty and Charity are kindly but affectionately inculcated,
and we feel assured that the condescension of Your Royal Highness in visiting this
and the other Schools of Learning in the Province will not only greatly encourage
the work of Education, but will also foster and perpetuate in the minds of the young
that profound sentiment of devoted loyalty which widens the tie which binds us as a
People to the British Crown, and which will hereafter strengthen the pillars of that
illustrious Throne which, in the Providence of God, you may be called upon to occupy.
We gladly avail ourselves of this occasion to renew our assurance of loyalty to the
Queen, and of high personal regard for Your Royal Highness. May the recollection of
your present extended Tour be to you a source of future satisfaction, and may your
further journey be prosperous and your return home safe and happy.
PRINCE OF WALES' TOUR IN BRITISH AMERICA, 1860. 319
THE DUKE OF NEWCASTLE'S EEPLY.
I have the honour to convey to you the thanks of His Royal Highness the Prince
of Wales, for the Address presented to him by the Chairman and Members of the Board
of School Trustees for the City of Hamilton. — NEWCASTLE.
THE INAUGURATION OF THE VICTORIA BRIDGE AT MONTREAL.
Addresses to the Prince from the Legislature and From the Grand Trunk Railway
As the Legislature had invited the Prince to formally open the Victoria Bridge,
both Houses, in their addresses to His Eoyal Highness at Quebec, thus referred
to the great work. That of the Legislative Council contained this paragraph:
Though the formal opening of the Victoria Bridge, known throughout the world as
the most gigantic effort in modern times of engineering skill, has been made a special
occasion of Your Royal Highness' visit, and proud are we Canadians of it, we yet
venture to hope that you will find in Canada many other evidences of greatness and
progress to interest you in the welfare and advancement of your future subjects.
The Address of the Legislative Assembly contained a similar paragraph, as
follows :
The approaching opening of the Victoria Bridge by Your Royal Highness has been
the more immediate cause of your present visit to Canada, and we trust you will find
in that great work the most striking evidence in which the captial and skill of the
Mother Country have united with the energy and enterprise of the Province in over-
coming natural obstacles of the most formidable character.
The replies of His Eoyal Highness to these addresses were very hearty.
The following Address was presented to the Prince at the inauguration, by the
Directors of the Grand Trunk Eailway:
May it please Tour Royal Highness, — The Directors of the Grand Trunk Railway
Company of Canada beg leave to offer to your Royal Highness a respectful welcome to
the Province. The Canadian Parliament has made the completion of the Victoria
Bridge the occasion on which to invite our most gracious Sovereign to visit her Cana-
dian possessions, and, in welcoming Your Royal Highness to Canada as her represen-
tative, they have referred with just pride to this great work as evidence of the results
achieved through the union of British capital and skill, with Canadian enterprise and
progress. The Victoria Bridge, as Your Royal Highness is aware, has been constructed
in the face of the greatest engineering difficulties. It is the connecting link of eleven
hundred miles of railway, extending from the extreme Western limits of Canada nearly
to its Eastern boundary, and also affording an outlet to Provincial trade to the Atlantic
when the rigour of our climate closes the natural channel by the Saint Lawrence. This
great national highway has been carried through by a vast outlay of British capital,
fostered by the most wise policy and generous aid of the Canadian Parliament, and,
as now completed, will develop and promote not only the interchange of commerce and
intercourse between the various districts of this widely extended Province, but will also
securfe to it a large share of the rapidly increasing trade of the West. Canada now
possesses a complete system of railway communication, combined with an internal
navigation of unrivalled extent; and, in your future progress to the West, Your Royal
Highness will observe the best evidence of the wisdom and energy which have thus
been applied to the development of the resources of this great Province. The Directors
320 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
have now to express their profound gratitude to their most gracious Sovereign and to
Your Royal Highness for your consideration in honouring this enterprise with your
presence, and they pray that Your Royal Highness will now be pleased finally to
inaugurate the completion of the Victoria Bridge, and thus to permit the greatest
engineering work of modern days to be associated with the auspicious occasion of the
first visit of the Heir Apparent of the Throne to Her Majesty's loyal Province of Canada.
THE PRINCE'S EEPLY.
It is with mingled feelings of gratification at the duty which I am called upon to
undertake, and admiration of the magnificent spectacle of successful science which
is before me, that I proceed to comply with your invitation, and, in the name of the
Queen, to inaugurate a work as unsurpassed by the grandeur of Egypt or of Rome, as
it is unrivalled by the inventive genius of these days of ever-active enterprise. I regret
that the great man, whose name is now doubly enrolled in that page of my country's
history in which its worthies are inscribed, has not lived to see this day. I regret that
ill-health prevents the presence of another who laboured with him to plan and execute
this vast design; but to them and to the eminent firm and those employed by them in
carrying out the works, no less than to your countrymen, whose energetic exertions
first gave birth to the scheme of which this Bridge is the consummation, the thanks
of the great community of North America are due. Your Sovereign has testified Her
appreciation of the magnitude and importance of the enterprise by deputing me to
come so far to commemorate on the spot, on Her behalf, the completion of a monument
of engineering ski-11 which will, henceforth, bear Her name, and convey to future
generations another proof, in addition to the many which exist, of the successful
industry of the great people committed to Her rule. May this ceremony be auspicious
to all concerned. May the Railway and this Bridge, which is its connecting link, realize
all the expectations of its promoters, and continue throughout the great future of this
Province a source of permanent and ever increasing prosperity.
The ceremony of opening a Bridge is very much the same at all places.
There was a platform covered with scarlet cloth, and a little scaffolding, from
which hung a ponderous slab of granite, the last stone required to complete the
masonry of this marvellous undertaking. The Prince with his suite, and attended
by the chief members of the Canadian Government, came in a beautifully-con-
structed open railway car specially built for the occasion. A1J along the
route by the side of the track were seats, which were occupied by numbers of well
dressed gentlemen and elegantly attired ladies. Near the portals of the Bridge
the train passed between trophies of Locomotive wheels and mechanical devices.
The Prince's Car paused just before entering the tube — within the massive walls.
Where the passengers, chiefly the members of Parliament and friends, disem-
barked, and. took their assigned places — some below on a level with the track —
some above on the top of the walls — some near the platform to which His Eoyal
Highness was to mount and lay the stone, and over which was a richly draped
golden fringed arch, with the appropriate inscription, — "Finis coronal opus."
He was received with outbursts of enthusiasm.
Laying the last stone was soon accomplished. The Prince patted the bed
of niortar, and the mass of granite was slowly lowered into its resting-place.
The Prince entered his car again and proceeded to the centre where the Prince
was to drive the last rivets. His Royal Highness went outside to one of the
openings in the masonry of the centre tower, where he saw the St. Lawrence
rushing past in one grand stream far below, sweeping under the bridge in eddies
and whirlpools, or bursting into little spurts of angry foam as they touched the
PRINCE OF WALES LAYING CORNER STONE OF VICTORIA BRIDGE, MONTREAL. 321
sharp edges of the granite masonry. None could look down on this great River,
and then look along the sides of the iron tube which tapered away at each
end in the distance till it seemed a mere reed of metal, without feeling astounded
not only how such a design was ever carried out, but how it could ever have
been conceived as practicable.
Tihe trowel used by the Prince bore on the inside the following inscription:
"To commemorate the completion of the Victoria Bridge by His Royal Highness
Albert Edward, Prince of Wales. Montreal, I860." On the reverse side was an
engraving of the bridge. The handle was wrought into the form of a beaver, which
was attached to the blade by a Prince of Wales' plume — the edges of the blade
being decorated with a border of the rose, shamrock, thistle and maple leaf.
The formality of completing the Bridge was now gone through. Four rivets
had been left unfinished, and these were closed with iron bolts by two workmen.
The last, a silver rivet, was clinched by the Prince himself, the rich uniforms of the
Prince and suite were half hidden in the gloom, and softened down by the
wreaths of thick wood-smoke which curled from the funnel of the engine in the
background — the little glimpse through the opening into the bright sunlight,
the St. Lawrence, far beneath — the decorations and shining roofs of Montreal
beyond the river — all made a striking subject for a picture. At length the last
iron rivets were fixed, and the last of all, a silver one, was inserted. The Prince'
took the hammer and Mr. Hodges adjusted the silver knob, and with resounding
blows, the Prince placed the last rivet in the Victoria Bridge. The whole party
then got back into the car, went on through the tunnel to the other side of the
river, where a magnificent view of Montreal could be gained. Here Mr. Blackwell,
in the name of the Grand Trunk Railway Company, presented the Prince with a
beautiful gold medal, commemorative of the occasion. The suite were presented
with similar ones, but in silver. The Royal car then returned through the bridge
to one of the large workshops of the company, where a lunch had been prepared.
At its conclusion the healths of the Queen, Prince Consort, and Prince of Wales
were given and acknowledged with demonstrations of loyal welcome. The Prince
bowed his acknowledgments; and, almost as soon as the cheering had subsided, he
himself rose to give a toast, and the deepest silence of course prevailed. "I propose,"'
said he, and his clear voice was distinctly audible to the furthest corner of
the great room, "The health of the Governor General — success to Canada and
prosperity to the Grand Trunk Railway/' At this the cheering was renewed with
vigour, while the band struck up the beautiful melody which has become national
in Lower Canada, "A la claire Fontaine." The Prince then quitted the table to
receive an address from the workpeople on the Railway, by whom again a very
hearty reception was given. The Prince then passed through the Workshops,
where all the machines were going at full speed, with their lathe-bands decorated
with rosettes, and every part of the machinery covered with little plumes and
bunches of flowers, which kept whirling round like silent fireworks. The Prince
then returned to this residence, and in the evening Montreal illuminated. It
was one of the best and most general illuminations with which the Prince had yet
been received. Every one of the streets was a perfect blaze of light, and fireworks
went off in all directions.
LAYING THE CORNER STONE OF THE PARLIAMENT BUILDINGS, SEPTEMBER IST.
At eleven o'clock His Royal Highness proceeded to lay the foundation Stone
of the Parliament Buildings. A large and handsome gothic arch had been built at
322 DOCUMENTS ILLUSTRATIVE OP EDUCATION IN ONTARIO.
the entrance to the grounds, and inside at the spot where the ceremony was to take
place there was a gothic canopy, immediately in front of which and over the
stone was a gigantic crown. Upon the summit of the Ihill, near the flagstaff, and
but a. few yards from the perpendicular bank, overlooking the Ottawa, stood the
dais, erected over the chief corner stone of the great octagonal library tower.
Seats were already well filled with ladies, notabilities and distinguished strangers.
The dais itself was a very pretty object, as seen from the slope below, with its
white tent top, red carpet and gorgeous chair of state. At the back was a fine
picture of Her Majesty, and beside it hung a large picture of the proposed Par-
liament Buildings. The Prince was attended by the Governor General and the
Duke of Newcastle, the Earl of St. Germans, General Bruce, General Williams,
Lord Mulgrave, Sir Allan McNab, Colonel Tache, Major Teesdale and Captain
Grey (the Prince's Equerries) w/ho took up their position in a semi-circle, in
which the Prince was the principal figure — their Aides in scarlet prolonged the
line on one side; the Canadian Ministers, in blue and gold uniform, were on the
other. The ceremony was commenced by the Reverend Doctor Adamson, Chaplain
to the Legislative Council, using the following prayer : — "Prevent us, 0 Lord, in all
our doings with thy most gracious favour, and further us with thy continual help,
that in all our works, begun, continued and ended in Thee, we may glorify thy
holy name; and finally, by thy mercy, obtain everlasting life, through Jesus Christ
our Lord, Amen."
Then the Prince and the chief Member's of his suite advanced to the Corner
Stone. It was of beautiful white Canadian marble or crystallized limestone,
brought from Portage DuFort ; and on it was the simple inscription : —
This corner stone of the Building intended to receive the Legislature of Canada
was laid by Albert Edward, Prince of Wales, on the 1st day of September, 1860.
It was. suspended from the centre of the great crown canopy, by a pulley
running round a gilded block, under it was a similar cube of the white Nepean
limestone, with wihich the future building is to be faced, within a cavity of which
was placed a glass jar, which the Governor General received from the Honourable
George B. Cartier. In the Jar was a parchment Scroll inscribed thus :
The foundation stone of the House of Parliament, in the Province of Canada, was
laid on the 1st day of September, in the year of our Lord, 1860, in the twenty-third, year
of Her Majesty's reign, at the city of Ottawa, by H.R.H. the Prince of Wales.
This bottle also contained, on parchment, all the names of the Members of
the Legislative Council, t)he names of all the Members of the Legislative Assembly,
tihe names of all the Members of the Government of Canada, the names of the
Architects, Contractors, etcetera. There was also placed in the Bottle a collection
of coins of Great Britain and of Canada, gold, silver, and copper. After the
usual preliminary, His Royal Highness gave the finishing touch with a silver
Trowel, on the back of which was engraved a view of the future building, and
on the front a suitable historical inscription. Then the Stone was slowly lowered,
the Prince gave three distinct raps with a mallet, and the Reverend Doctor
Adamson read this prayer:
This Corner Stone we lay in the name of the Father, and of the Son, and of the
Holy Ghost, and may God Almighty grant that the Building thus begun in His name
may be happily carried on to its complete termination without injury, or accident —
PBINOE OF WALES LAYING CORNER STONE OF PARLIAMENT BUILDINGS, OTTAWA. 323
and that when completed it may be used for the good of the Province, the glory of onr
Queen, the happiness of our Prince, and the good government of the people. Amen.
The Architect applied the plumb, the Assistant Commissioner of Public
Works the level, His Eoyal Highness struck it with the mallet three times, and
His Excellency proclaimed that His Royal Highness declared it duly laid. Thus
it was Her Majesty's Heir set seal to Her Majesty's decision respecting the Seat
of government. Three cheers were immediately given for the Queen, three for the
Prince of Wales, and three for the Governor General. The band played the
national anthem, and the artillery fired a royal salute. The ceremony being thus
concluded the Prince and his suite passed out from the canopy to look over the
wide prospect spread before them up and down the Ottawa Eiver.
CORRESPONDENCE ARISING OUT OF THE VISIT OF THE PRINCE OF WALES TO
CANADA, 1860.
Before the Prince of Wales left the Province, he requested the Duke of
Newcastle to convey to His Excellency the Governor General his desire to appro-
priate a sum of money to various educational Institutions in Upper Canada. This
the Duke did in a letter dated the 17th of September, to Sir Edmund Head.
A copy of that letter was sent to the Reverend Doctor Ryerson by Sir Edmund
Head, as follows: —
I have the honour to enclose an extract from a Letter addressed to me by His Grace
the Duke of Newcastle, and I beg at the same time to inform you that the Normal
School establishment is one of the Institutions contained in the Schedule referred to
in such extract, the grant to which is £2-00. . . . That sum will be placed at the
disposal of your Institution, to be invested, or dealt with according to the plan sanc-
tioned.
QUEBEC, September 24th, 1860. EDMUND HEAD.
I. EXTRACT FROM A LETTER ADDRESSED BY THE DUKE OF NEWCASTLE TO SIR
EDMUND HEAD., SEPTEMBER 17TH, 1860.
I have the pleasure of informing you that the Prince of Wales has placed to your
account, at the Bank of Montreal, a sum of money which His Royal Highness requests
you to be so good as to distribute to the Institutions in Canada named in the following
schedule, in the sums placed opposite to each, as some token of the very great gratifica-
tion which His Royal Highness has derived from the interesting Visit which is now
nearly completed, and as a proof of the deep interest which he must always take in
the future of this magnificent Province.
His Royal Highness wishes that the sums appropriated to each Institution should
be applied in the distribution of Prizes to the Students, in such way as may be sug-
gested by the Governing Body as most conducive to the interests of the Institutions,
subject in each case to your approval.
The Prince's gifts already announced are as follows: —
To the University of Queen's College, Kingston $800
To the University of Victoria College, Cobourg 800
To the Normal and Model Schools, Toronto 800
To Knox's Theological College, Toronto 800
McGill and Bishop's Colleges, and other Educational Institutions in Lower
Canada have also each received $800 from the Prince.
321 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
II. REPLY TO MR. PENNEFATHER, THE GOVERNOR'S SECRETARY, BY
DOCTOR RYERSON.
I have had the honour to receive a Letter from His Excellency, Sir Edmund Head,
dated September 24th, 1860, enclosing an Extract of a Letter from His Grace the Duke
of Newcastle, and informing me that His Royal Highness the Prince of Wales had
placed in the Bank, subject to His Excellency's Order, the sum of £200, to be distributed
In Prizes to the Students of the Normal and Model Schools connected with this Depart-
ment, and as a memento of His Royal Highness' Visit to them, and of his deep interest
In their usefulness. . . .
I have laid these Communications before the Council of Public Instruction for
Upper Canada, and, after much consideration, the Council has thought it best to invest
in Public Securities the principal (£200), and distribute the annual proceeds in Prizes
to Pupils in the Model Grammar School, and in the two Model Schools. . . . This
arrangement meets with the approbation of His Excellency. He will be pleased to place
the gracious Benefaction of His Royal Highness to my credit, as Chief Superintendent
of Education for Upper Canada, for investment.
TOBONTO, 16th January, 1861. EGEBTON RYERSOX.
III. REPLY OF MR. SECRETARY PENNEFATHER TO THE REVEREND DR. RYERSON.
The Governor-General, having been pleased to approve of the scheme of disposal
of the amount presented by His Royal Highness the Prince of Wales to the Education
Department for Upper Canada, which you set forth in your letter of January 16th last,
I am now directed to inform you that the Cashier of the Bank of Montreal, at Montreal,
has been this day instructed to pay the Eight hundred dollars in question to your order.
QUEBEC, March 2nd. 1861. R. J. PENNEFATHER, Secretary.
IV. THE CHIEF SUPERINTENDENT OF EDUCATION TO THE DUKE OF NEWCASTLE.
In accordance with your Grace's personal request, I have the honour to make a
few remarks on the System of Public Instruction in Upper Canada, and to offer sug-
gestions as to the adoption of two, or three, features of it to England and Scotland.
I will not burden this Letter by any account of our Canadian School System; but
for your Grace's convenience I herewith enclose the following Pamphlets, which con-
tain a full account of that System.
1. In the first Pamphlet there is " An introductory Sketch of the system of Public
Instruction in Upper Canada," stating the origin of each leading feature of our School
System, and the points of difference between it and the School System of the State of
New York. Since that Sketch was written, our School-Apparatus and Library Systems,
and Model Grammar School, have been added to the Department.
2. In the second Pamphlet will be found an account of our system of supplying the
Municipalities and School Sections with School Apparatus and Libraries. . . .
3. In the accompanying School Report for 1857 I have compared the working and
results of the Upper Canada School System with those of the System adopted in Eng-
land and Ireland. In the portion of my Report I have compared the progress of the
Upper Canadian and the State of New York School Systems. . . .
I now address myself to the practical objects of this Letter. . . .
1. In Upper Canada, as in England, the State provision for Elementary Instruc-
tion is by Parliamentary Grants; those Grants to Upper Canada having gradually ad-
vanced, since 1846, from £17,000 to £36,000 sterling per annum. It is by means of this
Annual Grant that the School System in Upper Canada has been established and
advanced to its present state; and this has been done by employing the Parliamentary
Grant, not to supersede, but to develop and encourage, local effort.
DK. RYERSON TO THE DUKE OF NEWCASTLE ON ONTARIO EDUCATION, 1860. 325
2. This Grant is annually apportioned to each Township, City, Town, and Incor-
porated Village Municipality, according to the School population between the ages of
five and sixteen years; tout, upon the conditions that each County Municipality shall
provide, at least, an equal sum by Assessment on Property, — each such Municipality
being empowered by law to provide any additional sum, or sums, it may judge expedient
for School purposes.
3. These two sums constitute, in each Municipality, the "School Fund"; and this
Fund is distributed, in half-yearly instalments, to the several Schools in each Muni-
cipality, according to the average attendance of Pupils, as stated in authenticated yearly
returns. The Township Municipalities are divided into School Sections of two, or
three, miles square each; and in each of these Sections, Trustees are elected by the Rate-
t>ayers; and the School in each of these Sections is aided according to its work, — the
number of Pupils it teaches, and the length of time it teaches them. No School is
entitled to aid unless kept open at least six months of the year; and the strong pecu-
niary inducement of average attendance is held out to encourage the largest and most
regular attendance of Pupils, and the operations of the School during the whole year,
if possible. In each City, Town, or Incorporated Village, there is but one Board of
School Trustees elected by the Rate-payers; but in each such City, Town, or Incor-
porated Village, as also in Township School Sections, Roman Catholic Trustees may be
elected by such of their own Church as desire a Separate School. The Supporters of
such Schools are exempted from paying Public School Rates, as long as they keep their
Separate School open, but they receive no part of the Municipal School Assessment,
but their Schools share in the Legislative Grant according to the average attendance
of Pupils. They can tax themselves for the support of their own Schools.
4. No part of the School Fund — (made up of the Legislative Grant and its equiva-
lent of local Assessment) is allowed to be expended for Building School Houses, — the
expense of which must be provided by the Inhabitants in each locality. Nor is any part
of the School Fund allowed to be paid to any other than a legally qualified Teacher;
one who has appeared before a Public Board of Examiners, and obtained from them a
Certificate of Qualification as a First, Second, or Third, Class Teacher, according to
a Programme sanctioned by the Council of Public Instruction. The Local Superin-
tendents, or Inspectors, of Schools are appointed and paid by our County Councils, or
by the City, or Town, School Corporations. . . .
1. I think that little, or nothing, can be learned in Canada superior to what will
be found in England, as to the training of Teachers. . . .
2. The characteristic differences between the School Systems in Upper Canada and
Great Britain are in their comparative nationality and economy. In Upper Canada
the Schools are designed for all classes, — nineteen twentieths of the youth of all ranks
during the last ten years receiving their Elementary Education in them. This has
been effected, not by any discussion of abstract principles, but by making the Public
Elementary Schools the best of the kind in the Country, and making the property of
all persons liable to be taxed for their support. I say liable; for in each Municipality
there is the option of assessment, or voluntary subscription; but the latter has been
abandoned wherever tried. In England the Schools aided by Parliamentary Grants are
chiefly for the Children of what are called the Labouring Classes. It is not probable
that this class of School will ever be so national in England as in Upper Canada . . .
that is, that they be made to supply the educational wants and command the respect
and support of the great mass of at least the Middle and Working Classes. The School
Svstem in Upper Canada is far more economical than that in England. . . .The
Salaries of the School Inspectors in England amount to about Thirty^five thousand
pounds per annum— an expense which is here wholly defrayed by the Municipalities.
The question then is, can the School System be made more national in Breat Britain,
and can it be made comparatively less expensive for the Parliament?
3. To render the School System in England more national in its operations, it
appears to me that a Parliamentary Grant, say three, four, five, or six hundred thousand
326 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
pounds, be apportioned to each of the Cities, Counties and Towns in Great Britain
annually, according to the whole population, or the population of certain ages, requiring
each such County, City, or Town, to provide an equal sum by local School Rate. This
sum, (increased to any amount the Municipality may think proper, as in Canada), to
be paid into the hands of the Municipal Treasurer, or some other Officer appointed to
receive it, as also whatever may be apportioned from the Parliamentary Grant. The
two sums together to form a County, City, or Town, School Fund; and that Fund to be
expended for no other purpose than for the payment of Teachers; and to such Teachers
only as are certified as qualified by some public authority. The Fund to be distributed
among the several Schools of the Municipality organized and managed by Committees,
or Trustees, of any Religious Persuasion, according to Regulations prescribed by Govern-
ment, and according to the average attendance of Pupils in each School, as shown by
authenticated half-yearly Returns. Then each Municipal Corporation should be
authorized to appoint a Board of Education, (or the ordinary Electors in each Muni-
cipality should be authorized to elect such Board), with power to establish Elementary
Schools for that class of the population (probably the poorest and most numerous
class) which is not embraced in any Church; and probably those Municipality Schools
might, in many places, absorb and supersede the Denominational Schools. Local
influences and interests will soon determine the number and kind of Schools in each
Municipality, without any interference on the part of the Government. By the Muni-
finality providing at least one-half of the local School Fund, and having the right to
pstablish Schools, it acquires a sort of proprietorship, and, therefore, a kind of pro-
prietary interest in all the Schools established within its jurisdiction. This interest
will soon become general in each Municipality, and increase to a degree of liberality
and exertion which cannot be easily anticipated; and whether the operations of it be
by the rivalry of different Religious Persuasions, or parties, or by the union of all, (as
in most of the Municipalities in Upper Canada), the result cannot but be beneficial. It
can then make no difference with the Government whether the Schools be few, or many,
as the sum apportioned to each Municipality is, not according to the number of Schools,
but according to population, and distributed to each School according to the number of
Pupils taught and the length of time the School is kept open.
4. A Parliamentary Grant might be set apart for aiding local School Managers to
furnish their Schools with Maps, Apparatus, and Libraries, under such instructions,
(in regard to Books for Libraries especially), as the Government might think necessary,
but always upon the condition that an equal sum be provided, in each case, from local
sources, for the same objects. This feature of the System already obtains largely in
England.
5. There are certain things which the Government may well leave to local dis-
cretion and effort.
(a) The Religious Instruction of the Pupils. This belongs, not to Government,
but to the Parents and Pastors of the Pupils. The Government should recognize the
orinciple and the duty, and encourage its exercise; but should leave the responsibility
where the Holy Scriptures and the Canons of the Church have placed it. In this way
the Government will avoid endless disputes and difficulties, without neglecting any duty.
It may be proper to protect, as with us, parental rights as to Religious Instruction of
their Children against their wishes, and to require that certain hours of the week
shall be allowed for Religious Instruction by those desired by the parents and Pastors
of Children to give it, in the Municipal as well as Denominational Schools. But it is
one thing for Government to recognize the principle of Religious Instruction and to
nrovide, by Regulation, facilities for governing it, and it is another thing for the
Government to prescribe the Instruction which shall be given, and appoint the parties
to give it, — although the two are often confounded.
(6) I think the Government should have nothing to do with the appointment,
salaries, or dismissal, of Teachers,— these things should be left altogether to the Local
DR. RYERSON TO THE DUKE OF NEWCASTLE ON ONTARIO EDUCATION, 1860. 327
Managers of the Schools, — each School being aided according to the average attendance
at School of the Pupils for each half year, but taught by a legally certified Teacher.
(c) Nor do I think the Government should have anything to do with the purchase,
or erection, of School Houses, or allow any part of the Parliamentary Grant to be
expended for those purposes. Thus a very large portion of the Parliamentary Grant will
be saved, as also a great deal of trouble, besides office expenses. Formerly in Upper
Canada, and, until very recently, in Lower Canada, a part of the Parliamentary Grant
was applied to aid (as it was called) in building School Houses. The first School Act
of 1846, which I recommended, confined the School Fund (technically speaking) to the
payment of the Salaries of legally certified Teachers, and then to providing, by sums
specially mentioned, for furnishing Schools and Municipalities with Maps and Apparatus
and Libraries; leaving the selection of Sites and the erection of School Houses to local
discretion and effort — having, therefore, nothing to do with School Houses (except to
procure and recommend good architectural Plans for them) — the Law having to deal
only with the School population, the number of Pupils taught, the standard of the
qualifications of Teachers, and the general Regulations of the .Schools. The result
has been the erection and multiplication of excellent 'School Houses in every City,
Town, and Village, and in a large number of the rural School Sections of Upper Canada.
(d) I think the Government will relieve itself of much expense and difficulty, and
greatly advance the interests of the .Schools by leaving the appointment of the Inspector
of Schools in each County, City and Town to the local authorities, with the approval
of the Government. In Upper Canada (and it is doubtless so to a much greater extent
in England) there have always been found in each County, City and Town one, or
more, Persons deeply interested in the diffusion of education, and very competent to
act as Local Inspectors — providing the School authorities with the Regulations, blank
forms of Returns, etcetera, — visiting the Schools and seeing that the Registers are
properly kept, and that the Schools are conducted according to the Regulations, —
receiving the Returns and Reports, apportioning and giving the Cheques for the
money thus apportioned among the iSchools, on the orders of the Managers, as pres-
cribed by the Regulations, — examining the Schools once, or twice, a year at least, —
and reporting annually to the Government; but not interfering in any matter of
Religious Instruction. The Salaries of these local Inspectors to be determined by the
local authorities, but perhaps paid jointly out of Local Funds and the Parliamentary
Grant; or entirely out of Local Funds, as in Upper Canada, — thus the 'Government
would save a good deal of expense, and avoid the trouble .and difficulty of appointing
Denominational Inspectors. I witnessed, on two or three occasions, the mode of
conducting School Examinations by Inspectors in England; and I am persuaded that
they by no means justify the expense which they involve.
6. I will enter into no further details. By leaving to local discretion and man-
agement the' things above mentioned, probably more than one-half of the Parliamentary
Grants would be saved, the machinery of the School System greatly simplified, local
interest and effort, (the great object to be aimed at,) greatly increased and extended;
and, I have no doubt, the Schools, if not School accommodation, would be proportion-
ately improved. I am persuaded that the less the Government governs in such matters
the better; and that the more power and responsibility are devolved upon local elec-
tive, or Municipal, Bodies, (and, as far as possible those elected, or appointed, for
School purposes only,) the more will the interest, exertions, and resources of each
locality be developed for the great object of educating the masses of the Community.
7. Although this letter is longer than I had intended, I have found myself unable
to convey in fewer words the necessary suggestions^ with the requisite explanations and
illustrations. If any of them shall aid your Grace in the great object in which you
feel so deeply interested, I shall be more than gratified.
Toronto, October ,12th, 1860. EGEBTON RYEBSON.
328 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
"V. COLONEL BRUCE TO THE CHIEF SUPERINTENDENT OF EDUCATION.
Doctor Kyerson having sent to Colonel Bruce, in the form of a Letter, his
introductory remarks (printed on page 299 of this Volume), on reaching England,
he wrote the following Letter of acknowledgment to Doctor Eyerson: —
On the 23rd of November, I wrote to you thanking you for your Letter of the 13th
October, which only reached me after we had embarked at Portland. I was likewise
commanded to express to you the Prince of Wales' best acknowledgements for the Book
and Journal which you forwarded to His Royal Highness.
Your interesting record of the progress of the Prince, and the flattering terms in
which my brother and I were referred to afforded me the most sincere gratification.
Ever since my first arrival in Canada I have regarded with admiration and inter-
est the successful working of the Educational System of which you are the Author,
and which has so eminently prospered under your auspices; and there are very few
Institutions from which I derived greater pleasure during the period of our recent
visit than the inspection of your Department and the Normal School. We had not
then received the intelligence which I think you will have heard with satisfaction
of my Brother's triumphant success in China. All England is delighted.
WINDSOR CASTLE, 4th January, 1861. ROBEET BRUCE.
VISIT OP LADY FRANKLIN TO CANADA, 1860.
It will be noticed that among the signatures of the Prince of Wales and his
Suite on his visit to British America is that of Lady Franklin. That was simply
a coincidence, as she was not of the Princess party, but her visit took place at
the same time, and her signature followed that of the Prince and his suite.
Her quiet gentleness and great intelligence quite impressed those who met
with her. During the time of her stay in Canada she was the object of great in-
terest on account of the career of her noble husband and his memorable researches
in the arctic regions. While in Toronto she paid quite a visit to the Education
Department and the Normal and Model Schools, and expressed herself as greatly
pleased and interested in the museum and in the exercises of the schools.
To Sir John Franklin's exploration of the Arctic Seas of North America is
attached a deep, as well as melancholy, interest. In 1818-21, when a young man,
he had explored these regions, enduring incredible hardships, and afterwards pub-
lished a simple trot most thrilling narrative of his adventures and discoveries.
Twenty-six years afterwards he succeeded in solving the long-essayed problem of
a water communication between the Atlantic and Pacific Oceans, via the Northern
Coasts of America, as the skeleton of one of his party was found within the line
of coast which had been explored from the Pacific by Simpson. He died within
sight of the goal he had been so long seeking; but he left no record of his achieve-
ment, and none of his brave companions survived to announce the triumphant
results of his enterprise and sufferings. It remained for the scarcely less bold and
honoured McClure to re-solve and announce, in 1851, the problem which Frank-
lin had solved in 1847, — that there is a North-West passage for ships from Europe
to the Pacific, though practically useless. For seven years the fate of Franklin
and his companions was enveloped in profound mystery; and the successive voy-
ages of inquiry, undertaken on both sides of the Atlantic, left it in as deep dark-
ness as ever, until Dr. Eae, in 1854, discovered, among the Esquimaux, relics
sufficient to extinguish the last hope that any of the party was yet in the land of
LADY FRANKLIN'S VISIT TO CANADA IN 1860. 329
the living. The British Government abandoned all further search, and struck the
name of Franklin from the Admiralty roll of living officers.
But it was not so with Lady Franklin. A true woman's heart has impulses
and resources beyond those of a Government. She resolved to exhaust all human
resources to learn the when, the where, and the how of the fate of one with who^e
name her own has become inseparably linked, and of whose fame she has created
a memorial only excelling in self-devotion and enterprise that which appertains
to Lady Franklin herself. In 1859, her untiring labours of twelve years' search
for the fate of her heroic husband were crowned with complete, though melan-
choly, success. Captain McClintock, after a two years' voyage in Lady Franklin's
little steam yacht Fox (of 177 tons), ascertained all that is likely to be known in
this world of the ships and crews of Sir John Franklin's expedition.
POETEAIT OP SlE JOHN FRANKLIN.
The following letter from Mr. William H. Boulton was received 'by the Chief
Superintendent of Education:
Before leaving Toronto Lady Franklin gave me a Portrait of Sir John Franklin
which I requested her to permit me to give to some Public Institution. Although you
have not commenced a collection of Portraits of eminent men, yet I hope you will
accept the accompanying Portrait for your Institution, in the hope that it may be the
commencement of another collection that may add to the interest already created
by the numerous attractions of the Institution with which you are connected.
TOEONTO, 28th of September, 1860. WILLIAM H. BOULTON.
DOCTOR RYERSON'S REPLY TO THE FOREGOING LETTER.
I have to thank you for the highly valued Portrait of Sir John Franklin, — the gift
of his Widow, worthy of scarcely less honour and admiration than himself. I shall be
happy to place it among the Portraits of distinguished men, a small Gallery of which
I hope shortly to be able to arrange in one of the Rooms of our Museum.
TOBONTO, 1st October, 1860. EGEBTON RYEBSON.
THE PRINCE OF WALES' FAREWELL TO CANADA.
Before leaving Canada the Prince of Wales attended the Annual Provincial
Exhibition which was held at Hamilton in 1860. He was there presented with
an Address by the Managers of the Provincial Exhibition, which fully and heartily
embodied the views and feelings of all classes of Her Majesty's loyal subjects in
Canada. That address was presented to the Prince of Wales in Hamilton, on the
20th of September. In his reply he referred in graceful and touching terms lo
the close of his mission in Canada, and to the effects of it upon his own mind.
The reply is as follows:
GENTLEMEN. — I return to you my warm acknowledgments for the address you
have just presented upon the occasion of the opening of the fifteenth Exhibition of the
Agricultural Society of Upper Canada, and I take this opportunity of thanking the
Agriculturalists, Artizans and Manufacturers who are now assembled from distant
parts, in this City of Hamilton, for the more than kind and enthusiastic reception
330 DOCUMENTS ILLUSTRATIVE OF EDUCATION" IN ONTARIO.
which they gave me yesterday, and have repeated to-day. Blessed with a soil of very
remarkable fertility, and a hardy race of industrious and enterprising men, and I
rejoice to learn that the improvements in Agriculture, which skill, labour and science
have of late years developed in the Mother Country, are fast increasing the capabilities
of your soil, and enabling you to compete successfully with the energetic people,
. whose stock and other products are now ranged in friendly rivalry with your own
within this vast enclosure. The Almighty has this year granted you that greatest
boon to a people — an abundant harvest. I trust it will make glad many a home of
those I see around me, and bring increased wealth and prosperity to this magnificent
Province. My duties as Representative of the Queen, deputed by Her to visit British
North America, cease this day; but in a private capacity I am about to visit, before
my return home, that remarkable land which claims with us a common ancestry, and
in whose extraordinary progress every Englishman feels a common interest. Before,
however, I quit British soil, let me once more address through you the inhabitants
of United Canada, and bid them an affectionate farewell. May God pour down His
choicest blessings upon this great and loyal people!
THE PEINGE OF WALES IN THE UNITED STATES.
On the 20th of September the Prince left Hamilton for the United States.
At Washington he was cordially received by the President of the United States.
On the 6th inst. he visited the Tomb of Washington at Mount Vernon.
The Marine band had arrived before them, and concealed by a neighboring
thicket, began playing a dirge composed by the leader. The scene was most im-
pressive. The party, with uncovered heads, ranged themselves in front of the
tomb, and looked through the iron grated door at the sarcophagus which contained
the remains of the Father of his Country, silently contemplating the Tomb of
Washington. A sad cloud softened the sunlight, the sweet, solemn strains of tho
beautiful dirge brought unconscious tears to eyes unused to weep. At the request
of the Mount Vernon Association, the Prince planted a young horse-chestnut tree
upon a beautiful little mound to commemorate his visit to the place.
While in Washington the Prince visited the various Public Buildings. At
the Patent Office the party inspected the first model of Ericcson's engine. Models
of printing presses and sewing machines were also inspected. The Prince then
left. An immense crowd gathered in front of the building and cheered him as
he drove off, accompanied by Miss Lane, to Mrs. Smith's institute for young ladies,
remaining two hours. They expressed themselves delighted with their visit. The
Prince played several games of ten pins with Miss Lane, and laughed heartily at
the sport.
THE PRINCE AT GIRARD COLLEGE, PHILADELPHIA, OCTOBER IOTH.
From Washington the Prince proceeded to Philadelphia, where he was con-
ducted first to Girard College, a noble educational institution, founded and en-
dowed with $2,000,000 by Stephen Girard, for the education of youth. Built en-
tirely of stone, it is one of the finest architectural buildings in America. From
the top of the landing a splendid view of the city was obtained. Among others
lie noticed Independence Hall, the place from whence the Declaration of Inde-
pendence was issued, and where now is enshrined the 'bell which rang out the first
notes of defiance from the American people.
THE PRINCE OF WALES IN THE UNITED STATES, 1860. 331
THE PRINCE IN NEW YORK, OCTOBER 12TH.
The Prince reached New York from Philadelphia, and visited the Woman's
Library and the University of New York. At the University he received the fol-
lowing Address: —
BABON RENFBEW — HONOURABLE SIB: It is my privilege, in behalf of the Council
and Faculties of the University of the City of New York, to welcome you to our marble
halls, and to tender our gratulations that a kind Providence has been around and
over and with you since you left your native country. We rejoice, and our successors
will rejoice, that you were led to cross the broad Atlantic, before the responsibilities
of life were assumed, and become acquainted with the condition of the Anglo-Saxon
race in this great Western world. In our country you behold the eminently thriving
state of a young branch of your own people. We are fond of tracing our origin to
the same source, and to claim the interests of sons in the arts, sciences, and literature
of the land of our forefathers. Your Bacon, your Shakespeare, your Milton, and the
whole galaxy of glorious names on the scroll of your country, we claim as ours as
well — their labours furnishing the treasures on which we freely draw, and the models
after which we mould our culture — while to their shrines we love to make a scholar's
pilgrimage. While you see among us numerous illustrations of substantial material
progress, we are proud to ask your attention to our expanded system of education.
Our admirable common school systems (now very extensively introduced, in (the
States) carrying, as they do, the advantages of substantial intellectual culture to the
doors of the great masses necessarily bound to labour, are telling happily on the
intelligence of the people. Placed, as I have been, in circumstances to see their work-
ings, 1 am astonished as I attempt to recount to myself the results secured in the
lapse of my own life. Our higher institutions of learning have risen in rapid succession
and constitute the crowning stage in the preparation for life. They are not grouped
in a few towns or cities. They are found in what may be called central points to
large populations, no city, except New York, having more than one for same curriculum
of study. Our colleges and universities have risen to over 120; our theological schools
to 51; our law schools to 19, and our medical schools to 41 — all these being schools
for professional preparation. I am happy in making you welcome to this University —
an Institution founded on the liberality of the merchants of this city, a princely set of
men in the magnitude of their plans, and the munificence with which they sustain
them. Here they have founded a practical institution, where the means of preparation
for life shall be as varied as the wants of society demand. Here, besides the college
proper, we have six professional schools or colleges, and on our records, during the
last study year, were 769 youths and young men. We refer with gratified feelings to
the fact that this edifice was the birthplace of the electro-magnetic telegraph, our
Professor Morse having made his first successful experiment and passed over his wires
of twenty miles in length the talismanic Eureka. In this building, also, by Draper,
one of our Professors, photography was first applied to the taking of portraits from
life. Here, by means he discovered, was made the first picture of a human face by
the light of the sun, while the thing was looked upon as chimerical in Europe. And
under this roof, by the same Draper, were made all those experiments (now accepted
by the medical profession all over the world,) which first demonstrated the true cause
of the circulation of the blood, your own immortal Harvey having demonstrated its
course. Allow me, honoured sir, to tender through you our acknowledgments for the
royal munificence of your government (first in the person of William IV., and after
him in the person of your venerated Mother, whose name we all pronounce with
admiration) in most valuable governmental records, and to your royal Observatories
for their publications. Lastly, I beg to convey through you to the British scientists
our special thanks for the very kind attention and abundant courtesies shown to our
Draper on his visit to the annual meeting of the British Association last summer, at
332 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Oxford, and several institutions of learning. These things indicate the feelings which
should animate the brotherhood of science and literature, and will burnish to a brighter
lustre the chain which binds the two branches of a great family. Soon you will have
accomplished the great object which brought you to American shores. Our prayer is,
that the same gracious Providence which brought you here will, in perfect safety, convey
you to your own land, and the loved circle which must have noticed with the deepest
intentness of interest, your progress among us. I respectfully ask your attention to the
action of our council in view of your visit.
Professor Morse made a few remarks upon the subject of the telegraph, so
appropriately alluded to in the speech of the Chancellor. He spoke of the tele-
graph in its infancy, and alluded to the .aid extended to the enterprise by English
noblemen, at a time when it required fostering and cherishing. Among its patrons
in those days were the Duke of Northumberland and the Earl of Lincoln, and it
afforded him much pleasure to-day, after a lapse of twenty-five years, in the home
of the telegraph, to welcome the present Earl of Lincoln in the person of the
Duke of Newcastle.
As His Royal Highness left the platform, the band played " Hail Columbia."
The Prince and party were next driven to the Astor Library. The people had
assembled here also in great numbers and heartily cheered him, both as he entered
and left the building.
They were next taken to the Cooper Institute, where Lord Lyons introduced
him to the venerable founder, Mr. Peter Cooper. The crowd in front of the Insti-
tute was very large and were very enthusiastic in their cheers when he entered,
but more especially as he was leaving. The party next visited the Free Academy.
The Prince and suite also went to the Deaf and Dumb Institute at Port
Washington. During his stay at the Institution several of the pupils gave exhibi-
tions of their proficiency. Doctor Peet informed the pupils that Lord Eenfrew
had come to visit them, and requested them to write on the black-board anything
that they deemed expressive of the high honor conferred on the institution.
The following was one of the essays thus called forth: —
From the length and breadth of our land has rolled one glad acclaim of welcome
to the heir of England and the son of her peerless Queen; and though we may not
join our voices in the glad roll of sound, our pleasure is not the less heartfelt, nor our
welcome the less warm to him to whom the world looks as the future Ruler of its
mightiest nation, and the proud retinue of England and America's noted men who
accompany him here to-day. Others have expressed far better than we can do, the
objects of our Institution, and the degree of success which has attended those who, in
imitation of their Divine Master, have sought to give ears to the Deaf and a tongue
to the Voiceless. And though the methods pursued in this Country and in England
may be different, the spirit Is the same, and when again the white cliffs of Albion
announce that "Merry England" is near, and the heart of our Guest beats high with
the glad greetings of his own people, we would wish him to remember that there
are those among them who are silent because God hath sealed their lips.
At the close of the exercises at Randall's Island the children there and of the
House of Refuge were drawn up in a line on the shore, and a banner, bearing the
following inscription, was fluttering: — "The Children of Randall's Island, on
behalf of their liberal protectors, welcome the Representative of an honoured Land
— Old England." The children shouted and waved their hands, and the Prince
saluted them.
THE PRINCE OF WALES IN THE UNITED STATES, 1860.
333
THE PRINCE'S TRIP TO BOSTON.
From New York the Prince proceeded to the Military Academy, at West
Point, on the Hudson; thence to Albany, Springfield and Worcester. An agree-
able feature of the Prince's reception in the United States and in the British
Provinces was the troops of merry faced and delighted School Children, who
greeted him at almost every stopping place. At Boston the Children got a half
holiday in honour of the Visit, and at other places similar kinds of graceful com-
pliments were paid to the Prince.
BOSTON SCHOOL MUSICAL FESTIVAL TO THE PRINCE, OCTOBER 18TH.
The most unique and graceful compliment yet paid the Prince was the School
Children's musical festival. The School Children were ranged in four triangular
rows of seats, all verging towards a common centre — the Boys on the inside, and
the Girls on the outside — the dark clothing of the former relieving the handsome
toilettes of the latter. A platform was prepared for the guests, while the spacious
Hall was densely packed with people. On the platform, besides the royal party,
were Messieurs Everett, Hilliard, Agassiz, Emerson, Sumner, Winthrop, Holmes
and Longfellow. The entrance of Mr. Hamlin, candidate for the Vice-Presidency,
was the signal for subdued applause. The programme was short and its chief
feature was the singing of the following additional verses of the National Anthem,
written for the occasion by the Poet Holmes.
OUR FATHERS' LAND.
God bless our Fathers' Land.
Keep her in heart and hand,
One with our own!
From all her foes defend,
Be her brave people's friend,
On all her realms descend,
Protect her Throne!
Father, in loving care,
Guard Thou Her kingdom's Heir,
Guide all his ways;
Thine arm his shelter be,
From harm by land and sea,
Bid storm and danger flee,
Prolong his days!
Lord, let war's tempest cease,
Fold the whole world in peace
Under Thy wings!
Make all Thy nations one,
All hearts beneath the sun,
Till Thou shalt reign alone
Great King of Kings!
Thy choicest gifts in store,
On Queen Victoria pour,
Long may she reign!
May she defend the laws,
And ever give full cause,
To sing with heart and voice
GOD SAVE THE QUEEN!
When " God Save the Queen " was sung, all arose, and the allusion to the
Prince's life and health was received with great applause. When he entered and
when he retired, the Boys clapped their hands and shouted in unison, while the
Girls waved their handkerchiefs. The Prince was delighted and gratified at the
success of so novel and interesting an entertainment.
THE PRINCE'S VISIT TO HARVARD UNIVERSITY, OCTOBER 19TH.
While at Boston His R/oyal Highness visited this ancient seat of American
learning. He entered Cambridge under a line of British and American Ensigns
stretched across the street at the end of the Bridge. On Broadway Avenue, three
334 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
thousand of the School Children were drawn up to receive him, and the Prince
graciously received the congratulations of the Children. The young Girls were
particularly anxious to favour him with bouquets of flowers, and they cast them in
his path.
The arrangements for the reception at the University were exceedingly appro-
priate. The Governors of the College received with dignified courtesy the son of
a Queen of a powerful Empire. The Students received him in their own way, and
with an appropriateness that all can recognize. They had paraded in classes,
under marshals, and marched and countermarched through the University Grounds,
the music of the Band swelling through the academic groves. The Classes took
position in line at the 'Gate of the University Grounds, forming two files, through
which H.E.H. would pass on his way to the University Library, where the Presi-
dent and Faculty and Government of the University were in waiting to receive
him. The welcome of the Students was to " Albert Edward, the Student of
Oxford " ; that of the Government and Faculty, of course, to the Prince of Wales.
His Excellency the Governor, in company with distinguished gentlemen of the
Prince's party, arrived in advance of the Prince, and they were cheered by the
Students as they passed through the files. At length the Prince himself came
near. As he met the Students drawn up to receive him, they simultaneously waved
their hats and gave him welcome in hearty cheers, which His Highness gracefully
acknowledged, while the Band played the English anthem, " God Save the Queen."
The Prince was driven to the College Library, where he alighted. Here the Eoyal
guest met President Felton, who escorted him through the Library, first calling
his attention to a collection 'of ancient documents, rare old Books and Coins.
Among these interesting relics of the past was a copy of the Book of Psalms dated
1640, also the first Book printed on this Continent north of Mexico, and many
valuable autograph Letters. The members of the Faculty were then introduced,
after which the whole party wrote their names in an Autograph Book. While in
the library, the Prince was presented by President Felton with Quincy's History
of Harvard College, exquisitely bound in two volumes. Upon one side were
emblazoned the arms of the University, and on the other the crest and plume of
-the Prince. The President also presented him with a copy of " Folk Songs,"
edited by John Palmer Wilson. The party afterwards visited Boylston and Holy-
worth Halls, and the Dane Law School Building. They then drove to the Observa-
tory, Lawrence Scientific School Museum, and inspected those buildings under the
guidance of the President. At Harvard Hall a collation had been spread. He
took a seat at the table specially prepared for him, with Lord Lyons and
President Felton on either side; his suite arranged themselves directly opposite.
Mr. Everett, the venerable Josiah Quincy, his son, Governor Banks and the Mayors
of Boston and Cambridge had seats at the Prince's table. There was pleasant talk,
but no set speeches. The Prince wore no decoration save the broad blue ribbon of
the Order of the Garter. The Prince, after conversing with the gentlemen about
him for a few moments, departed for Mount Auburn amid great cheering, and the
waving of handkerchiefs and English flags from Massachusetts. The students
entered into the spirit of the occasion with the greatest zeal ; and while there was,
of course, a strong desire to see as much as possible of the illustrious stranger, they
treated him in the most respectful manner.
THE PRINCE OF WALES IN THE UNITED STATES, 1860. 335
THE PRINCE AT OTHER PLACES OF INTEREST IN BOSTON.
At Mount Auburn the Prince and party passed over a portion of the grounds
and visited the chapel, where the statutes of Adams, Story, Otis, and Winthrop
attracted the favourable attention of the company. The Prince then planted a
purple ash and English elm in the grounds in front of the Chapel, in the presence
of a large number of people who had gathered around. From Mount Auburn the
Prince went to Bunker Hill Monument, and entered their names in the Visitors'
book, when Mr. Ralph Farnham the last survivor of the Battle of Bunker Hill was
presented to the Prince. The Duke of Newcastle asked him if he saw General
Burgoyne at the time he surrendered? "0 yes," said Mr. Farnham, "and a brave
officer he was, too." The interview was marked by the most cordial courtesy and
good feeling. It was an interesting event to witness an old veteran of the Revo-
lution, 105 years of age, shaking hands with a Prince whose great great grandfather
was on the throne of England at the time he was born, and whose great grand-
father (George III.) he contended against during the Revolution. Mr. Farnham
said that in common with all our countrymen, he desired to pay his respects to
the Prince. The Prince presented his autograph to Mr. Earnham.
From thence he visited the ADhenaeum Library and the rooms of the Historical
Society. In the evening he visited the Public Library. The Honourable Edward
Everett, President of the Trustees, briefly welcomed the Prince and Lord New-
castle, and explained to them the object for which this institution had been estab-
lished. The Prince on leaving expressed much satisfaction with what he saw.
THE PRINCE'S TRIP TO PORTLAND, OCTOBER 20TH.
The trip to Portland was a succession of popular ovations. The Prince, with
unusual animation and wonderful gaiety, entered into the spirit of the day, and at
every place stepped out upon the rear platform, and bowed smilingly and familiarly
to the enthusiastic crowds. At Lynn three thousand school-children greeted him
with cheers and flowers. At Salem the depot was decorated with flags and thronged
with people. At Portsmouth the shipping was dressed and the crowd immense.
Governor Goodwin took the Prince by the hand and said : "Fellow-citizens of New
Hampshire, I present to you His Royal Highness the Prince of Wales, and in
your name I bid him a hearty welcome \" And so it was everywhere — a cheerful,
hearty recognition of 'his presence, and the most enthusiastic, unaffected demon-
strations of kindly regard. The Prince said he was delighted with what he saw
and said he approached his departure with mingled feelings of pain and pleasure.
Mayor Howard received the Royal party at Portland, with a large military escort,
and paraded them through the town, to the Great Eastern wharf, where Admiral
Milne and Commander Seymour met them. The Fleet was lying about half a mile
from shore, and the cutters were ready at the foot of the red carpeted steps. An
immense concourse of spectators thronged the side hill; the Military drew up in
line; the officials and reporters stood by as the royal party appeared. At last the
Prince's Barge, which bore his plumes on the front, and with Captains Hope and
Cave standing at the tiller, started for the Hero, and instantly all the ships of the
fleet manned their yards, and the guns thundered a salute. This was repeated, the
ship's bands playing "God Save the Queen," and "Hail Columbia." The Prince
stepped on the Hero's deck, where he was received with loud cheers from the
sailors, and the Royal Standard run up to the main. The scene was most imposing.
Many vessels were lying in the harbor, and these, with the wharves -and vessels lying
at them, were black with people, and the hills behind were literally covered, the gay
336 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
dresses of the ladies giving them the appearance of being covered with autumnal
woods. Still behind these, upon the summit of the hill, were hundreds of car-
riages, filled with curious observers. The departure of the Prince deeply affected
Lord Lyons, who remained upon the quay. A very marked compliment was paid to
the American flag. The Prince was first saluted by the entire fleet; then the
American flag was raised on the ships of the Admiral and Commodore, and
saluted by the same. The vessels of the Prince's fleet set sail almost immediately.
They were accompanied a short distance from the harbor by several sailing
vessels and were saluted by Fort Preble as they passed. At length the journey
homewards was commenced. The sun is fast sinking in the west. The sumimts
of the hills were tinged with gold; the waters become darker, the sails of the
vessels whiter by contrast. And as the light of day gradually declines, as the
bright and glorious colours of nature gradually sober down, so gradually were
the Royal ships lost to view, distance and darkness combining to hide them from
sight.
EDUCATIONAL INCIDENTS OP PEINCE ARTHUR'S VISIT TO
CANADA IN 1869.
I have collected from the local press and insert in this Volume the many
interesting incidents of an Educational character which marked the progress of
Prince Aruthur through the Province in 1869. I do it with the more pleasure, as we
are now assured that our next Governor-General will be Prince Arthur, as Duke
of Connaught.
PRINCE ARTHUR AT QUEBEC.
At Quebec, the Prince visited the Military School, where He fully informed
himself as to the characteristics of the School. After leaving the Military School,
His Highness and suite proceeded to the High School, where the Lieutenant-
Go vernor introduced Reverend Doctor Cook, Chairman of the Board of Directors,
and several other Gentlemen, to the Prince. Before leaving he asked a holiday on
behalf of the Pupils. The Boys gave three hearty cheers as tlhe Prince drove to
Morrin College, where he was received by the Principal, and by the Governors and
Professors. The Prince first visited the College Hall, when the Principal gave
him information in regard to the institution, and informed him of the success
which had recently attended one of its Alumni, — Mr. Mackenzie, — in contesting
the Gilchrist Scholarship against the whole Dominion. His Royal Highness
afterwards visited the Library and Museum of the Literary and Historical Society,
The beautiful collection of Canadian Birds in the Museum attracted mudh notice
from the Prince, and he expressed great interest both in the College and in the
Society. The Prince then visited the Quebec Seminary and Laval University.
He was welcomed at the entrance by His Grace the Archbishop of Quebec, and
by the Reverend E. 0. Taschereau, Rector, and by the Professors. He seemed
much gratified with his visit to these old Buildings. Passing through the spacious
Garden of the Seminary, the distinguished party proceeded to University Hall.
Here the Prince was attended by the Provincial Cabinet and a full military Staff.
The College Band played the National Anthem on the Prince's entrance, and
after a short stay he was taken to the Museum and Library, and shown the splendid
and extensive view which the Terrace on the Roof of the Building affords.
The Normal School then received the honour of a visit. He was heartily cheered
PEINOE ARTHUR'S VISIT TO CANADA IN 1869. 337
at each place he visited, and also at each place on his way to the Upper Province.
In each of the Cities in the Province he was welcomed with enthusiasm.
THE PRINCE AT LONDON, ONTARIO.
At Ixradon, Prince Arthur with the Governor-General, Sir J6hn Young, and
party, visited Hellmuth College, where the principal gate was elaborately festooned
with evergreens, forming a neat arch, with decorations running along the fence
fronting the College enclosure. Over the carriage way a handsome Gothic arch
was erected, on the top of which the Union Jack was displayed. The sides bore
the inscription, "God Save the Queen" and "Welcome, Prince Arthur." They
were received by Dean Hellmuth, President of the College; the. Bishop of London,
Archbishop Brough, and Major Evans, Treasurer of the Institution, with many
Ladies and others. Having taken their positions on the platform, Sir John Young
was presented with the following Address: —
We, the Patron, President, Trustees, Head Master, Masters and Pupils of Hellmuth
College, tender to Your Excellency our most dutiful congratulations on your visit to
this Western section of your administration. Under the assurance that the importance
of a sound and liberal education to the future prosperity of this vast Dominion will
commend itself to you as an object of the highest interest, we rejoice in the opportunity
of your visit to Your Excellency the efforts we have been making for the past four
years to extend to the youth of Canada the advantages offered by an English Public
School. . . . The high gratification afforded us by Your Excellency's visit is greatly
enhanced by the presence of His Royal Highness Prince Arthur, who is well able,
from his knowledge of the great Public 'Schools of England, to appreciate the advan-
tages which we are endeavouring to extend to the youth of this Colony; and who, from
the well-known interest taken by his illustrious and revered Father in the cause of
Education, can hardly fail to be gratified with every instance of its progress.
The Governor-General replied as follows : —
I receive your congratulations with much pleasure, and am very sensible of the
loyalty and feelings of duty which prompt your assurance of attachment to the Con-
stitution happily existing in Canada, and breathed in the prayers you offer for the
success of the administration under my charge. You justly interpret my views when
you assume that I regard the cause and progress of Education throughout the Country
as of vital importance to the safety of the Community, and the well-being of every
individual. ... I offer you sincerely my best wishes for the continued prosperity
of this noble and well-managed Institution.
The Prince, the Governor- General and party then went to Hellmuth Ladies'
School, where they were received by Dean Hellmuth, founder of the Institute,
with a number of the Clergy of the diocese. A large crowd of young ladies
gathered on the balcony to meet them, and as they entered, sang a verse of the
National Anthem. The building was profusely ornamented, and the front was
neatly festooned with flowers. Sir John Young was again addressed by Dean
Hellmuth as follows: —
We, the Patron, Visitors, President, Lady Principal, Teachers and Pupils of the
Hellmuth Ladies' College, tender to your Excellency our most dutiful congratulations
on your visit to this Western section of your administration, and to this Institution.
We feel the most sincere satisfaction that the work of Education which is to be
carried on in this Building should be commenced with the high sanction of Your
Excellency's presence; and that this newly completed College should be inaugurated by
yourself, the Representative of our most gracious Sovereign, and in the august presence
338 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
of His Royal Highness Prince Arthur. ... We fervently pray that the undertaking
auspiciously inaugurated this day by Your Excellency and His Royal Highness may
exert a wide and lasting influence upon the Country which you administrate. It can
hardly fail to be a cause of satisfaction to your Excellency and to His Royal Highness,
as it is of congratulation to ourselves, to know that the advantages of a higher Educa-
tion are here offered, and that every opportunity for training up the future Mothers
of Canada in those polite accomplishments, those exalted domestic virtues, and those
high principles of a pure and undeformed religion which have distinguished the Ladies
of England in the eyes of the world, and have been so illustriously exemplified in the
character of our revered and most beloved Queen. . . .
Sir John replied as follows: —
I beg you to accept my sincere thanks for your congratulations on my visit to your
interesting district, for your expressions of loyalty and dutiful attachment io the
institutions of the Dominion, and for the prayers which you offer so earnestly for the
success of my administration. All honour is due to those who toil in the good cause of
imparting knowledge; and especially within these walls on this occasion may we pay a
merited tribute of thanks and admiration to the public spirit and the munificence of
those who have reared this noble College, destined, I trust, to be at once the enduring
monument of their own accomplished wishes, and the centre from which improvement
and virtues akin to their own may radiate for generations to come. I trust that those
whose tender years are being passed in tutelage here will realize the advantages within
their reach and recognize the truths that now is the golden time for availing themselves
of the instructions which may colour all their lives and fit them for the performance of
duties second to none in importance. Many a man has been indebted for all his happi-
ness and all his success in life, as well as for the services he has been enabled to render
to his Country, to the early and tender admonitions of a virtuous Mother. Many, also,
have been weaned from frivolous pursuits and habits of unworthy procrastination by
the influence and example of an intelligent and high principled Wife. How vast, when
viewed on the mass and on all its bearings, is the sphere of Woman's influence, how
dignified its mission, how all-important in its relations to the happiness and stability
of the State. I trust, therefore, that, in addition to those higher accomplishments,
which are so attractive in society, and so charming in the privacy of domestic life, the
necessity will be admitted of engaging in studies of more solid importance, the culture
of the reasoning powers, the enquiry into the principles and the process of accurately
comparing facts. Without these last accomplishments, though brilliant in appearance,
they can claim no more than a rank amongst the amusements and ornaments of life;
combined with them they assume a new dignity as part of that instruction, and of
those civilizing influences under which the race of man is destined to proceed to the
highest degree of virtue, and the happiness of which our nature is capable.
The Prince then said: —
Ladies and Gentlemen, — It gives me sincere pleasure to be present at the formal
opening of this admirable College. I understand that several of the young ladies have
travelled many hundred miles to partake of the benefits of the instruction given here,
and I have no doubt that this is mainly due to the high character of my friend, the
Dean, to whose munificent liberality this Institution owes its origin. Most earnestly
do I hope that under Divine Providence it may have every possible success. 1 will
now ask Dean Hellmuth to formally open the College.
The Dean:—
I am requested to declare that this College is now open, and I open it in the name
of the Father, of the Son, and of the Holy Ghost. Amen.
The Prince has declared himself highly pleased with the reception.
PRINCE ARTHUR'S VISIT TO CANADA IN 1869. 339
THE PRINCE AT HAMILTON.
At Hamilton the Prince and his party paid a visit to the Wesleyan Female
College, where they were received by Mr. Edward Jackson, President of the College
Board. In tlhe large Reception Hall of the Institute, about one hundred young
ladies sang " God Save the Queen," as he entered. The Reverend Doctor Rice,
Principal of the College, read the following address to Sir John Young: —
We, the Principal and Board of Directors of the Wesleyan Female College, with
the Officers and Students, beg to present to Your Excellency our most sincere respects.
Your Excellency's administration in other Colonies, and the interest you have taken
in all those Institutions which were designed to promote the well-being of society, make
your visit to this College one of profound gratification. . . . While we earnestly
cherish and inculcate loyalty to our most gracious Sovereign the Queen, to . us it is
cause of the deepest gratefulness to be able to place before the young ladies taught
here a Sovereign, who, though unequalled in Queenly greatness, claims and possesses
the affection of a nation through those womanly virtues which shine forth in all the
relations of her life, presenting an example of excellence, inspiring and true. The
presence to-day of His Royal Highness Prince Arthur, a Son of our beloved Queen,
will ever be gratefully remembered. . . . This Institution was opened in 1861, and
since that time has furnished education to over a thousand young ladies. It is the
object of the College to impart a thorough education in all the departments of useful
knowledge, and to add to that those polite accomplishments which grace society and
elevate and refine the. homes of the land; and to teach directly and earnestly the
principles of religion as personally and practically valuable above all other knowledge.
His Excellency expressed himself highly pleased with the scene presented.
At the request of Doctor Rice, the Prince also made a few remarks, thanking them
in the most hearty manner for their kindness and the reception accorded to the
Governor-General and himself. The next stopping place was at the Central School.
Here the decorations were in unison with the occasion. On the rising knoll
fronting the School, the children from the Ward Schools congregated. The Rev-
erend Doctor Ormiston, Superintendent, and Mr. McCallum, Principal, conducted
the party through the different Class Rooms, and the Governor-General showed
a special interest in the progress of the Common Schools of the City by making
minute inquiries as to their attendance and management. The party next visited
the Grammar School. Here the same formula of visiting was indulged in, and
the Boys gave three hearty cheers as the Governor-General and Prince Arthur
entered the Building. The Principal, Mr. Buchan, was introduced, and the Boys.,
unable to restrain the enthusiasm of youth, again burst out in a ringing cheer
for His Royal Highness. It was a happy sight and amply repaid the Royal party
for their visit. Dundurn was next visited, and here the children of the Deaf and
Dumb School awaited the arrival of the Prince. Two of the Boys, under the
instruction of Mr. McG'ann, the Principal, wrote the following address: —
(l)To the Governor-General, — We, the Deaf Mute Pupils of the Institution, tender
to Your Excellency our sincere thanks for honouring us with your presence. We
rejoice to know that Her Most Gracious Majesty, Queen Victoria, has been pleased
to send Your Excellency to govern our new and great .Dominion, and pray that under
your beneficent and wise Counsel, peace and prosperity may abound, and that the
unfortunate class which we represent may be honoured with another visit from Your
Excellency in our new Institution at Belleville.
340 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
(2) To Prince Arthur,— We, the Pupils of the Hamilton Deaf and Dumb Institution,
heartily welcome Your Royal Highness, Prince Arthur, to our School. We are happy
to tell you that our Government of Ontario is building a beautiful Institution at
Belleville to educate all the Deaf Mutes of this Province; we hope to remove there
next year. We pray that Your Royal Highness may live long to walk in the footsteps
of your kind and noble Father, Prince Albert the Good.
The intelligence of the Pupils was subsequently displayed in a beautiful manner
by their repeating the Lord's Prayer in the sign language, which is frequently so
expressive as to be intelligible even to those acquainted with its technicalities.
The Governor-General then addressed the Pupils in a short speech, Vhich was
repeated in sign language by Miss McGann. He expressed his gratification at being
able to visit them, and also stated that His Eoyal Highness had desired him to say
that he was very much pleased to be present. The children then ranged themselves
along the route leading from the grounds, and although they could not cheer,
they showed their gratification at the visit by waving their handkerchiefs ener-
getically as the party passed.
PRINCE ARTHUR AT TORONTO.
In the Address to His Excellency the Governor-General, by His Worship
Mayor Harman, the following educational passage occurs: —
While we refer with pleasure to Your Excellency's introduction to the different
expositions of Canadian progress and industry, we have a peculiar pride in introducing
Your Excellency to Toronto as the Principal Seat of Learning in this Province, and we
would fain hope that your visits to the Institutions which have been reared in so
worthy a cause, will satisfy Your Excellency that a good foundation has been laid
in our Universities, our Colleges, our Schools, and our Institutes, for placing the
attainment of sound education and useful knowledge within the reach of every class
of society from the highest to the lowest.
To this passage Sir John Young replied as follows : —
I refer with peculiar satisfaction to that portion of your Address in which you
refer to your Universities, Colleges, and Schools. You very justly lay stress on the
value of these and similar foundations for the general diffusion of knowledge. Especially
is it the most important in a Country where the suffrages are so widely distributed
that the means of obtaining a good education and sound mental training should not
be less widely accessible to every class in the community, and for those who, like you,
are careful that power should be attended by her proper handmaid, wisdom. Most
earnestly, therefore, I trust that your efforts for the promotion of the general welfare
may be crowded with the amplest measures of success. . . .
During his passage through the streets, perhaps one of the most interesting
scenes in this very interesting visit was enacted on King Street, where were seated
upon tiers of raised seats on either sides of the street, over four hundred School
Girls tastefully dressed in white. The little damsels, who were under the control
of Reverend Mr. Porter, City School Superintendent, and Mr. Carter, organist of
St. James' Church. When the Prince did arrive, the children sprang to their feet
and sang three stanzas of the National Anthem in strains of silvery melody. As
the last note of singing died away His Eoyal Highness bowed his acknowledgments
in the most graceful manner, and passed on amidst vociferous cheering.
PRINCE ARTHUR'S VISIT TO CANADA IN 1869. 341
THE PRINCE AT THE UNIVERSITY OF TORONTO.
During his stay the Prince and party visited the University of Toronto. The
grassy slopes around were covered with a brilliant crowd of Ladies and Gentlemen.
The approaches to the Building were lined with Students, in Cap and Gown. The
steps of the principal Entrance were occupied by the Chancellor, the Principal
and the Professors. The Eoyal party having alighted, they were received by the
Chancellor and University authorities. In the Convocation Hall, a brilliant assem-
blage rose to greet the Eoyal party. All rose as the procession filed up the centre
of the Hall, and a ringing cheer welcomed the party on their arrival. After the
Eoyal party had taken their position, the following Address was read : —
We, the Chancellor, Vice-chancellor, Senate, Graduates and Under Graduates, of
the 'University of Toronto; and President, Professors and Members of University
College, approach Your Excellency with united assurances of loyal welcome, on this your
first visit to the Capital of our Province. While we gladly recognize in Your Excellency
as the Representative of our Gracious Queen in this Dominion, one who by wise adminis-
tration in others of Her Majesty's Colonial possessions, has iproved his capacity for so
important a trust, we welcome you in an especial manner to this Provincial 'Seat of
Learning; and rejoice to be permitted to receive within these Academic Halls, along
with Your Excellency, the honoured Visitor of our Institution, His Rofyal Highness
Prince Arthur, in whom we are privileged to look on a 'Son of our beloved Queen,
and to anticipate far him a career worthy of such a Mother, and of that gifted and
lamented Prince, whose memory lives throughout every part of her vast empire as the
wise fosterer of Arts, Science, and Liberal Scholarship.
The Governor-General replied as follows: —
Pray accept my sincere thanks for the loyal Address with which you have welcomed
me as Her Majesty's Representative. I am authorized also by His Royal Highness,
Prince Arthur, to say that he feels much obliged by your words of kindly greeting, and
that he cannot fail to take a deep interest in the success of Institutions such as yours,
which were, as you properly remark, highly prized by his lamented Father, the late
Prince Consort. In truth, it is impossible to over-estimate the value of well regulated
national Universities. They are the rich storehouses of wisdom, from which the seeds
of knowledge may be sown broadcast throughout the Land, — the centres of sound
principle and high moral bearing; the scenes of many a friendly contest for the early
laurels of literature; the fruitful sources of many a trusted and life-long friendship; the
homes of traditions and cherished memories. To them the various Schools throughout
the Country will look for light and guidance; and from their open portals there
will ever go forth a constant stream of well educated and high principled men, who, as
they move in their various careers in after life, cannot fail to diffuse around them
somewhat of the benefits they have themselves received in that greatest of all benefits, —
a sound and Christian education. I take it as a happy augury for the future of the
Dominion that such importance is everywhere attached to the education of the people;
and most sincerely do I trust that from this University, as from the heart of the
System, the life-streams of knowledge may freely circulate to the remotest extremities
of the Land, bringing blessings to you for your efforts in the good, and unspeakable
blessings to the homes of the many who will profit by your labours.
After this His Excellency and the Prince conversed with those around them,
and the Chancellor presented a large number of Ladies and Gentlemen to His Ex-
cellency and His Eoyal Highness. The Prince was pleased to express the surprise
occasioned by the fine appearance of the University Buildings, surpassing, as they
did, anything he had anticipated seeing in his visit to Canada.
342 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
THE PRINCE'S VISIT TO THE ONTARIO EDUCATION DEPARTMENT.
The Royal party was received by the Chief Superintendent and other Mem-
bers of the Council and Officers of the Department. They were conducted to the
Theatre, where the Masters, Teachers, Students and Pupils of the Normal and
Model Schools were assembled, and were heartily greeted with a verse of the
National Anthem by the Children. After which the following Address was read
by Doctor Eyerson: —
The Council of Public Instruction for the Province of Ontario beg to unite with
the many thousands of our fellow Subjects in welcoming you and His Royal Highness,
Prince Arthur, to a country first selected as a home by the United Empire Loyalists
of Canada. To us as a Body has been assigned the task of establishing the Normal and
Model Schools, for the training of Teachers, and making Regulations for the govern-
ment of Elementary and Grammar Schools throughout this Province, and for selecting
the Text Books and Libraries to be used in them; while to one of our number has
been imposed the duty of preparing and administering the School Laws. It has been
our aim to imbibe the spirit and imitate the example of our beloved Sovereign in the
interesting zeal with which Her Majesty has encouraged the training of Teachers
and the establishment of Schools for the education of the masses of Her people; and we
have been nobly rewarded in our efforts by our fellow Subjects in this portion of the
Dominion. At the commencement of our labours in 1846 the number of our Schools
was 2,500, and the number of pupils 100,000. At the present time we have the
Educational Buildings now honoured by the presence of Your Excellency and His Royal
Highness, where teachers are trained, and Maps, Apparatus and Libraries are provided
for the Schools; and those Schools now number about 4,500, attended by 415,000 Pupils,
while in the Text Books and Songs of the Schools, loyalty to the Queen and love to
the Mother Country are blended with the sipirit of Canadian patriotism. Christian
principles are ever combined with sound knowledge, not only in Libraries, but also in
the teachings of our School.
To this Address His Excellency replied as follows: —
The account which you are able to render of the result of your labours cannot
but prove a topic of reassurance and rejoicing to every one who desires to see the
well-being of the community placed on the same foundations of general intelligence
and sound principles. An increase in little more than twenty years to double the number
of Schools, and more than four-fold the number of 'Scholars, attests at once the
assiduity and judgment with which your duties have been carried on, and the corres-
ponding appreciation on the part of Parents, of the great advantages offered to their
children. His Royal Highness empowers me to thank you for the terms of your welcome,
to assure you of the deep interest he takes in the cause of Education, and to express
the wish that you may attain the reward which, doubtless, you most covet, of seeing
the Schools you superintend filled with Pupils and an enlightenment, spreading from
them as centres In ever widening circles over the Land.
After the Addresses had been presented and replied to, the party retired into
the Library, where the following parties were presented by Doctor Ryerson to His
Excellency the Governor-General and Prince Arthur: — Archdeacon Fuller, Rev-
erend Doctor Jennings,. Honourable Mr. McMaster, Members of the Council of
Public Instruction, and the following Officers of the Department : — J. G. Hodgins,
LL.B., Deputy Superintendent; Alexander Marling, LL.B.; A. J. Williamson,
M.D. ; F. J. Taylor, J. T. R. Stinson, W. Atkinson, Doctor May, J. H.. Sangster,
A.M., M.D., Head Master, Normal School; the Reverend W. H. Davies, B.D.,
PEINOE ARTHUR'S VISIT TO CANADA IN 1869. 343
Second Master, Normal School ; Win. Armstrong, C.E. ; Mrs. Cullen, Miss McCaus-
land, Miss Jones, Mr. Sefton, Mr. Hughes, Doctor Carlyle, Mr. Scott, Mr. Archi-
bald. The following were also presented to the Prince and the Governor-Gen-
eral:— Mrs. Ryerson, Mrs. J. G. Hodgins, and Masters W. E. George and Fred-
erick Hodgins, Mrs. Punshon, Reverend W. M. Punshon, M.A., the Reverend
Doctor Green, the Reverend Mr. Darling, and others. Subsequently the Royal
party visited and inspected with much interest the various Rooms of the Educa-
tional Museum. The Prince was particularly pleased with the beauty and variety
of the Museum, and at the tasteful manner in which the rooms were decorated.
Indeed, every one of the Visitors expressed their gratification at the unexpected
exhibition of works of Art. During his progress through the Building, His Royal
Highness very graciously accepted from Master George Hodgins a handsome edi-
tion of the " Sketches and Anecdotes of the Queen and the Royal Family," com-
piled by his Father, J. George Hodgins. The Prince was also handed a small,
beautiful bouquet of flowers by Master Frederick Hodgins, which he most kindly
and smilingly received.
THE VISIT TO UPPER CANADA COLLEGE.
At Upper Canada College, the Boys to the number of several hundreds were
drawn up in two lines on the lawn leading to the main entrance, and as the Prince
and his friends passed through between them, a genuine English cheer was given
and kept up most vigorously until they entered the Building. On the steps they
were'received by Principal Cockburn, and the Masters, Doctor Barrett, M.A., M.D.,
Chancellor Morrison, Mr. Martland, B.A., Mr. C. H. Connon, M.A., Doctor
Connon, Mr. W. Wedd, M.A., Mr. J. Brown, M.A., Reverend G. Schluter, J.
Thomson,^ and Professor Wilson. To the Royal party the Principal read the
following Address: —
We, the Principal, Masters and Scholars of Upper Canada College and Royal
Grammar School, with sentiments of loyal devotion to Her Most Gracious Majesty,
beg to tender our most respectful welcome to Your Excellency as Governor-General
of the New Dominion, and to the noble Prince who now honours us with his presence.
We beg to inform Your Excellency that Upper Canada College was founded' upon the
model of the great Public Schools of England, and that it has, during the last
forty years, educated and trained many thousands of Canadian youth, who now not
only occupy and adorn high positions in the Dominion, but who have distinguished
themselves in various careers in all parts of Europe. We may be permitted to point
with pride to the many names of former Pupils inscribed upon the walls of this Hall,
as evidence of the successful work hitherto accomplished by Upper Canada College, and
we are Incited to do so in the hope that His Royal Highness Prince Arthur will take
pleasure in noticing the many University honours achieved by youths of his own age.
Of the present generation of pupils, we can only express the hope that they will follow
in the footsteps of those who have gone before them; and we can assure Your Excellency
that no effort on the part of the Masters shall be wanting to prepare them for the future
business of life. We congratulate Your Excellency on your arrival amongst us at a
time of profound peace and prosperity; and we hope that your sojourn will be pleasant
to yourself and profitable to the Country. Permit us to say that we consider ourselves
highly honoured by your visit, and we doubt not but that the presence of His Royal
Highness among our Pupils will make favourable impression on their minds, and
attach them if possible even more firmly to the rule of his august and beloved Mother,
our Gracious Queen. Allow us, in conclusion, to express our warmest wishes for the
health and happiness of yourself and Lady Young, and we trust that you will long
remember with satisfaction this, your first visit, to Upper Canada College.
344 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
To this Sir John Young replied: —
I beg to thank you very sincerely for the words of loyal welcome with which
you are pleased to greet my arrival amongst you as Her Majesty's Representative, and
I am permitted by His Royal Highness, Prince Arthur, to express the satisfaction he
feels in attending here to-day, and the interest he takes in this and kindred Institutions
for the general diffusion of knowledge. In young communities the mass of the people
will ever be engaged in developing the material wealth of the Country, but all honour
is due to that smaller band who devote their time and energies to. that nobler work of
developing its mental resources; who inculcate early lessons, not merely of knowledge,
but of deeper and more important truths, of the inestimable worth of honour and
integrity, of the priceless value of liberty when tempered by respect for the rights
of others, of the utter worthlessness of the utmost freedom wjien unguarded by self-
restraint. Turning to the younger Members of your College I would, if a passing word
of mine may dwell in the memory, beseech them to avail of the golden opportunity
placed within their reach, to sow now the seed that hereafter they may reap the
harvest, as others have done before them, whose names lately on the College books, are
now honourably enrolled in the books of fame, a credit to themselves, to the Institu-
tion, and to their Native Land, and a worthy example to those who may seek hereafter
to emulate their achievements. I can very truly assure you, one and all, Masters
and Pupils, that I watch with deep interest the progress of this and similar Educa-
tional Establishments throughout the Dominion, and I know that I am only expressing
Lady Young's wishes when I join her name with mine in wishing you all possible
success, and in fervently breathing a prayer for your mutual co-operation in the
discharge of your allotted duties.
When His Excellency had finished reading his reply, Prince Arthur turned
round to the Boys and said: —
With the permission of Principal Cockburn, I am glad to be able to intimate to
you that the remainder of this day will be given you as a holiday, and I hope sincerely
you will all enjoy it thoroughly.
At this unexpected and gracious speech, the Boys once more gave vent to
their feelings, and made the welkin ring with another Eoyal cheer.
Before the Eoyal party left they inscribed their names in the Council Minute
Book as follows: — Arthur, Adelaide Young, John Young, W. P. Rowland, J. S.
Macdonald, Lieutenant-Colonel MclSFeill, Military Secretary, F. Turville, H. Ber-
nard, A.D.C., William Morley Punshon, Anson Green, Edwin G. Curtis, A.D.C.
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